NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ950329
Record Type: Journal
Publication Date: 2012
Pages: 19
Abstractor: As Provided
Reference Count: 41
ISSN: ISSN-0144-3410
The Differential Effects of Task Complexity on Domain-Specific and Peer Assessment Skills
van Zundert, Marjo J.; Sluijsmans, Dominique M. A.; Konings, Karen D.; van Merrienboer, Jeroen J. G.
Educational Psychology, v32 n1 p127-145 2012
In this study the relationship between domain-specific skills and peer assessment skills as a function of task complexity is investigated. We hypothesised that peer assessment skills were superposed on domain-specific skills and will therefore suffer more when higher cognitive load is induced by increased task complexity. In a mixed factorial design with the between-subjects factor task complexity (simple, n = 51; complex, n = 59) and within-subjects factor task type (domain-specific, peer assessment), secondary school students studied four integrated study tasks, requiring them to learn a domain-specific skill (i.e. identifying the six steps of scientific research) and to learn how to assess a fictitious peer performing the same skill. Additionally, the students performed two domain-specific test tasks and two peer assessment test tasks. The interaction effect found on test performance supports our hypothesis. Implications for the teaching and learning of peer assessment skills are discussed. (Contains 5 figures and 2 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 10; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A