Peer assessment as a collaborative learning activity: The role of interpersonal variables and conceptions

Gennip, Nanine A.E. van; Segers, Mien; Tillema, Harm

doi:10.1016/j.learninstruc.2009.08.010

Cited by 197 publications

(123 citation statements)

References 36 publications

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“…Considering the social context in a peer assessment activity, van Gennip, Segers and Tillema's (2009) review claimed that there were relationships between learners' perceptions of interpersonal variables and their outcomes of peer assessment in learning (e.g., perceptions of the learning benefits). In van Gennip et al's (2010) empirical study, they further found that conceptions of peer assessment mediate interpersonal variables and perceived learning in peer assessment. According to Topping's (2010) commentary, the concept of interpersonal variables introduced by van Gennip et al (2010) is novel; however, the quantitative measurement of the interpersonal variables in their study has the weakness of uncertain reliability.…”

Section: Introductionmentioning

confidence: 92%

“…In van Gennip et al's (2010) empirical study, they further found that conceptions of peer assessment mediate interpersonal variables and perceived learning in peer assessment. According to Topping's (2010) commentary, the concept of interpersonal variables introduced by van Gennip et al (2010) is novel; however, the quantitative measurement of the interpersonal variables in their study has the weakness of uncertain reliability. Therefore, the study reported here utilises a method of interviewing to examine students' interpersonal perspectives on, conceptions of and approaches to learning in an online peer assessment activity.…”

Section: Introductionmentioning

confidence: 92%

“…Research also indicates the enhancement of metacognitive skills (e.g., critical thinking) through peer assessment (Lin, Liu & Yuan, 2001;Topping, 1998). However, peer assessment which involves making comments and responding to feedback is fundamentally a social interactional process (van Gennip, Segers & Tillema, 2009), and learners' interpersonal perceptions in a social interactional process might be related to their learning in peer assessment (van Gennip, Segers & Tillema, 2010). Several studies concerning learners' attitudes toward peer assessment have mentioned students' interpersonal perceptions.…”

Section: Introductionmentioning

confidence: 99%

“…There are, however, relatively few studies of peer assessment focusing on students' perceptions of integral interpersonal factors from a social perspective, except for van Gennip et al's (2009Gennip et al's ( , 2010 studies. Also, the procedure of peer assessment implemented in van Gennip et al's (2010) study was not Internet-based.…”

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Students' interpersonal perspectives on, conceptions of and approaches to learning in online peer assessment

Cheng

Tsai

2012

AJET

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The purpose of this study is to qualitatively explore students' interpersonal perspectives (i.e., psychological safety, value diversity, trust and social interdependence) on, conceptions of and approaches to learning in an online peer assessment activity required for creating digital artistic works. Twenty-three college students in Taiwan volunteered for interview after the assessment activity. This study found that, the more positive interpersonal perspectives (i.e., high psychological safety, low value diversity for goals, trust in self as assessors and positive social interdependence) the students perceived, the higher level of conceptions and approaches (i.e., cohesive conceptions and deep approaches) they held. However, for certain students, high value diversity for criteria and trust in peers as assessors might play a role in their use of deep approaches, but not in their level of conceptions. Accordingly, a model of the associations between students' interpersonal perspectives, conceptions and approaches is proposed.

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Section: Introductionmentioning

confidence: 92%

Section: Introductionmentioning

confidence: 92%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Students' interpersonal perspectives on, conceptions of and approaches to learning in online peer assessment

Cheng

Tsai

2012

AJET

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“…Providing peer feedback is a cognitively demanding task for learners because they have to use their knowledge and skills to review, clarify, and evaluate other peoples' work (van Gennip et al, 2010). Especially, learners may not possess the domain knowledge or skills to provide useful and meaningful feedback (Palloff & Pratt, 1999) as learners are often novices in the field.…”

mentioning

confidence: 99%

Exploring the impact of role-playing on peer feedback in an online case-based learning activity

Ching

2014

IRRODL

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This study explored the impact of role-playing on the quality of peer feedback and learners' perception of this strategy in a case-based learning activity with VoiceThread in an online course. The findings revealed potential positive impact of role-playing on learners' generation of constructive feedback as role-playing was associated with higher frequency of problem identification in the peer comments. Sixty percent of learners perceived the role-play strategy useful in assisting them to compose and provide meaningful feedback. Multiple motivations drove learners in making decisions on role choice when responding to their peers, mostly for peer benefits. Finally, 90% of learners reported the peer feedback useful or somewhat useful. Based on the findings of this study, we discussed educational and instructional design implications and future directions to further the line of research using role-play strategy to enhance peer feedback activity.

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Prioritising students in Assessment for Learning: A scoping review of research on students' classroom experience

Arnold

2022

Review of Education

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Assessment for Learning (AfL) is important in policy and practice in secondary schooling across the globe. It is associated with teacher expertise, student agency, a dialogic classroom climate, and a commitment to the needs of all learners. Research about AfL often includes measuring the efficacy of selected practices or foregrounding the role and experience of teachers. Less prominent is literature examining student experience, which is problematic, given AfL's generally agreed aim of orienting learners as evidence seekers, interpreters, and decision‐makers. This scoping review examined 75 empirical studies published since 2002 that provided evidence of the lived experiences of secondary school students when teachers facilitated AfL pedagogical practices. A conceptualisation of student experience as comprising six interrelated dimensions, ranging from recognition of classroom practices to integration with experiences beyond the classroom, is proposed in the thematic arrangement of results. Findings show student experience as responsive to changes in teacher practice when students are co‐practitioners of AfL and developers of disciplinary expertise. The pedagogic power of students as evaluators is affirmed in evidence that positive student evaluation of the worth or value of a practice is an important precondition for productive student experience. AfL further contributes to a generative experience of learning when it enhances dialogic interactions, with students and teachers as partners in moving learning forward. Inclusive AfL and discipline‐specific AfL practices are evident but under‐represented in the field. The video abstract for this article is available at https://youtu.be/L8HI‐KIskLs.

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Peer assessment as a collaborative learning activity: The role of interpersonal variables and conceptions

Cited by 197 publications

References 36 publications

Students' interpersonal perspectives on, conceptions of and approaches to learning in online peer assessment

Students' interpersonal perspectives on, conceptions of and approaches to learning in online peer assessment

Exploring the impact of role-playing on peer feedback in an online case-based learning activity

Prioritising students in Assessment for Learning: A scoping review of research on students' classroom experience

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