The development and implementation of a web-based formative peer assessment system for enhancing students’ metacognitive awareness and performance in ill-structured tasks

In search of attributes that support self-regulation in blended learning environments

“…Kim and Ryu (2013), for example, found that peer interaction and back-feedback gave learners more control over their learning; these learners scored significantly higher for metacognitive awareness and performance than the traditional peer assessment group, who in turn achieved higher scores for metacognitive awareness than a self-assessment group who received no peer interaction or back-feedback. Based on a survey study, Niemi et al (2003) suggested that young learners gain new information about their learning strategies and skills through negotiation with peers and that this negotiation also helps more experienced learners strengthen their learning.…”

“…The search produced 24 publications related to scaffolding in blended learning environments (e.g., Aleven and Koedinger 2002;Artino and Jones 2012;Artino and Stephens 2009;Chia-Wen et al 2011;Davis and Yi 2012;Demetriadis et al 2008;Govaere et al 2012;Kim and Ryu 2013;Koh and Chai 2014;Kuo et al 2012;Niemi et al 2003;Wesiak et al 2014). These publications define scaffolding as changes in the task or learning environment that assist learners in accomplishing tasks that would otherwise have been beyond their reach.…”

“…Demetriadis et al (2008) and Govaere et al (2012) found, using an experimental set-up, that learners in a scaffolded group achieved significantly higher scores, which indicates that explicitly asking scaffolding questions to activate learners has positive effects. Accordingly, Kim and Ryu (2013) showed that, during the assessment of a web-based formative peer assessment system, learners using such a system achieved significantly higher scores for metacognitive awareness. Devised questions, prompts, and peer interaction as scaffolding strategies are shown to facilitate metacognitive skills.…”

“…In total, 14 publications appear to focus on cues that increase the reflective practice of learners in blended learning environments (e.g., Aleven and Koedinger 2002;Anseel et al 2009;Ibabe and Jauregizar 2010;Kim and Ryu 2013;Martens et al 2010;Mauroux et al 2014). Reflection cues are defined in these publications as prompts that aim to activate learners' purposeful critical analysis of knowledge and experience, in order to achieve deeper meaning and understanding.…”

Teachers’ reasons for using peer assessment: positive experience predicts use

“…Implementing PA in the classroom benefits learning and performance, problemsolving skills, metacognition, and self-regulated learning (Hwang, Hung, & Chen, 2014;Kim & Ryu, 2013;Spandorfer et al, 2014) and can even have advantages over teacher assessment (Falchikov, 1995;Topping, 2003;Van Gennip, 2012). Nevertheless, good PA requires structure and guidance, such as rubrics that seem to improve the quality of PA (Panadero, Romero, & Strijbos, 2013).…”