ERIC Number: EJ1074732
Record Type: Journal
Publication Date: 2015-Oct
Abstractor: As Provided
Structuring the Peer Assessment Process: A Multilevel Approach for the Impact on Product Improvement and Peer Feedback Quality
Gielen, M.; De Wever, B.
Journal of Computer Assisted Learning, v31 n5 p435-449 Oct 2015
In order to optimize students' peer feedback processes, this study investigates how an instructional intervention in the peer assessment process can have a beneficial effect on students' performance in a wiki environment in first-year higher education. The main aim was to study the effect of integrating a peer feedback template with a varying structuring degree. The present study involved three conditions: a no structure, a basic structure and an elaborate structure condition. Due to a clear hierarchical structure, in which over time (level 1), 168 students (level 2) are nested within 37 groups (level 3), multilevel analysis was performed to examine the effect of time, student and group level influences on students' peer feedback quality and product scores. The results revealed that both peer feedback quality and product scores increase significantly for all conditions over time, after multiple practice occasions. In addition, after several practice occasions, significant differences were found between the conditions in both peer feedback (elaborate higher than no structure) and product scores (elaborate and basic higher than no structure). Building on this, limitations, directions for future research and practical implications are presented.
Descriptors: Peer Groups, Feedback (Response), Intervention, Web Sites, Editing, Web 2.0 Technologies, Teaching Methods, Scores, Statistical Analysis, Peer Evaluation, College Freshmen, Collaborative Writing
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: firstname.lastname@example.org; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A