Assessment Training Effects on Student Assessment Skills and Task Performance in a Technology-Facilitated Peer Assessment
Xiongyi Liu, Lan Li
Assessment & Evaluation in Higher Education Volume 39, Number 3, ISSN 0260-2938
This study examines the impact of an assessment training module on student assessment skills and task performance in a technology-facilitated peer assessment. Seventy-eight undergraduate students participated in the study. The participants completed an assessment training exercise, prior to engaging in peer-assessment activities. During the training, students reviewed learning concepts, discussed marking criteria, graded example projects and compared their evaluations with the instructor's evaluation. Data were collected in the form of initial and final versions of students' projects, students' scoring of example projects before and after the assessment training, and written feedback that students provided on peer projects. Results of data analysis indicate that the assessment training led to a significant decrease in the discrepancy between student ratings and instructor rating of example projects. In addition, the degree of student vs. instructor discrepancy was highly predictive of the quality of feedback that students provided to their peers and the effectiveness of revisions that they made to their own projects upon receiving peer feedback. Smaller discrepancies in ratings were associated with provision of higher quality peer feedback during peer assessment, as well as better revision of initial projects after peer assessment.
Liu, X. & Li, L. (2014). Assessment Training Effects on Student Assessment Skills and Task Performance in a Technology-Facilitated Peer Assessment. Assessment & Evaluation in Higher Education, 39(3), 275-292. Retrieved March 29, 2023 from https://www.learntechlib.org/p/155599/.
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Scaffolding peer-assessment skills: Risk of interference with learning domain-specific skills?
Karen D. Könings, Marjo van Zundert & Jeroen J.G. van Merriënboer
Learning and Instruction Vol. 60, No. 1 (April 2019) pp. 85–94
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