Online peer assessment: effects of cognitive and affective feedback
By Jingyan Lu, Nancy WaiYing Law. Instructional Science, 2011
251 citations recorded by the source corpus.
This study reports the effects of online peer assessment, in the form of peer grading and peer feedback, on students’ learning. One hundred and eighty one high school students engaged in peer assessment via an online system—iLap. The number of grade-giving and grade-receiving experiences was examined and the peer feedback was coded according to different cognitive and affective dimensions. The effects, on both assessors and assessees, were analyzed using multiple regression. The results indicate that the provision by student assessors of feedback that identified problems and gave suggestions was a significant predictor of the performance of the assessors themselves, and that positive affective feedback was related to the performance of assessees. However, peer grading behaviors were not a significant predictor of project performance. This study explains the benefits of online peer assessment in general and highlights the importance of specific types of feedback. Moreover, it expands our understanding of how peer assessment affects the different parties involved.
Subfields: Education
View Paper: https://www.semanticscholar.org/paper/e3f40741ff3f2afeb0cd3a1b88954cf7884c9984
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In Education
Citations in the corpus
- The Effects of Providing and Receiving Peer Feedback on Writing Performance and Learning of Secondary School Students (2020, background): “…have then also shown that these general document improvements appear to be the result of both receiving comments (Path 2; Huisman et al., 2018; Lu & Law, 2012; Paulus, 1999; M. Yang et al., 2006) and providing comments (Path 3; Huisman et al., 2018; Lu & Law, 2012; Philippakos & MacArthur, 2016).”
- Understanding the benefits of providing peer feedback: how students respond to peers’ texts of varying quality (2015, background): “Several studies (Lu and Law 2012; Wooley et al. 2008) have examined the effectiveness of each level of evaluation.”
- From feedback to revisions: Effects of feedback features and perceptions (2020, background): “(Lee, 2013; Lu & Law, 2012; Nelson & Schunn, 2009).”