File Download
There are no files associated with this item.
Links for fulltext
(May Require Subscription)
- Publisher Website: 10.2190/EC.46.3.f
- Scopus: eid_2-s2.0-84862577938
- WOS: WOS:000307200500006
- Find via
Supplementary
- Citations:
- Appears in Collections:
Article: Understanding the effectiveness of online peer assessment: A path model
Title | Understanding the effectiveness of online peer assessment: A path model |
---|---|
Authors | |
Issue Date | 2012 |
Publisher | Baywood Publishing Co., Inc.. The Journal's web site is located at http://www.baywood.com/journals/previewjournals.asp?id=0735-6331 |
Citation | Journal Of Educational Computing Research, 2012, v. 46 n. 3, p. 313-333 How to Cite? |
Abstract | Peer assessment has been implemented in schools as both a learning tool and an assessment tool. Earlier studies have explored the effectiveness of peer assessment from different perspectives, such as domain knowledge and skills, peer assessment skills, and attitude changes. However, there is no holistic model describing the effects of cognitive and affective feedback, grading, and prior knowledge, and earlier studies often discuss learning outcomes without ascribing them to particular causes. Moreover, few studies have differentiated between the effects of peer assessment on both assessors and assessees. This study used a path model to investigate how two online peer-assessment activities-rubric-based assessment and peer feedback-affected the learning performance of assessors and assessees. One hundred and eighty-one high school students engaged in peer assessment via an online system-iLAP. Several path models were tested and we found that the original model did not fit when the variable of cognitive feedback from peers was included. The best fit model was the one in which direct paths from cognitive feedback from peers and student exam scores in a prior Humanities course were removed. © 2012 Baywood Publishing Co., Inc. |
Persistent Identifier | http://hdl.handle.net/10722/175525 |
ISSN | 2023 Impact Factor: 4.0 2023 SCImago Journal Rankings: 1.792 |
ISI Accession Number ID | |
References |
DC Field | Value | Language |
---|---|---|
dc.contributor.author | Lu, J | en_US |
dc.contributor.author | Zhang, Z | en_US |
dc.date.accessioned | 2012-11-26T08:59:04Z | - |
dc.date.available | 2012-11-26T08:59:04Z | - |
dc.date.issued | 2012 | en_US |
dc.identifier.citation | Journal Of Educational Computing Research, 2012, v. 46 n. 3, p. 313-333 | en_US |
dc.identifier.issn | 0735-6331 | en_US |
dc.identifier.uri | http://hdl.handle.net/10722/175525 | - |
dc.description.abstract | Peer assessment has been implemented in schools as both a learning tool and an assessment tool. Earlier studies have explored the effectiveness of peer assessment from different perspectives, such as domain knowledge and skills, peer assessment skills, and attitude changes. However, there is no holistic model describing the effects of cognitive and affective feedback, grading, and prior knowledge, and earlier studies often discuss learning outcomes without ascribing them to particular causes. Moreover, few studies have differentiated between the effects of peer assessment on both assessors and assessees. This study used a path model to investigate how two online peer-assessment activities-rubric-based assessment and peer feedback-affected the learning performance of assessors and assessees. One hundred and eighty-one high school students engaged in peer assessment via an online system-iLAP. Several path models were tested and we found that the original model did not fit when the variable of cognitive feedback from peers was included. The best fit model was the one in which direct paths from cognitive feedback from peers and student exam scores in a prior Humanities course were removed. © 2012 Baywood Publishing Co., Inc. | en_US |
dc.language | eng | en_US |
dc.publisher | Baywood Publishing Co., Inc.. The Journal's web site is located at http://www.baywood.com/journals/previewjournals.asp?id=0735-6331 | en_US |
dc.relation.ispartof | Journal of Educational Computing Research | en_US |
dc.title | Understanding the effectiveness of online peer assessment: A path model | en_US |
dc.type | Article | en_US |
dc.identifier.email | Lu, J: jingyan@hku.hk | en_US |
dc.identifier.authority | Lu, J=rp00930 | en_US |
dc.description.nature | link_to_subscribed_fulltext | en_US |
dc.identifier.doi | 10.2190/EC.46.3.f | en_US |
dc.identifier.scopus | eid_2-s2.0-84862577938 | en_US |
dc.relation.references | http://www.scopus.com/mlt/select.url?eid=2-s2.0-84862577938&selection=ref&src=s&origin=recordpage | en_US |
dc.identifier.volume | 46 | en_US |
dc.identifier.issue | 3 | en_US |
dc.identifier.spage | 313 | en_US |
dc.identifier.epage | 333 | en_US |
dc.identifier.isi | WOS:000307200500006 | - |
dc.publisher.place | United States | en_US |
dc.identifier.scopusauthorid | Lu, J=24399629600 | en_US |
dc.identifier.scopusauthorid | Zhang, Z=55256892800 | en_US |
dc.identifier.issnl | 0735-6331 | - |