The impact of two types of peer assessment on students' performance and satisfaction within a Wiki environment

Xiao, Yun; Lucking, Robert

doi:10.1016/j.iheduc.2008.06.005

Cited by 198 publications

(150 citation statements)

References 26 publications

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“…This study, however, did not ask students to self-assess. 85 Peer review does have several notable limitations, however. As Kruger and Dunning suggest, less knowledgeable students are not in an ideal position to provide feedback since competence in a domain is required to judge competence in a domain.…”

Section: A J P Ementioning

confidence: 99%

The Social Psychology of Biased Self-Assessment

Karpen

2018

American Journal of Pharmaceutical Education

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While the accreditation standards of most health-related disciplines emphasize the importance of selfawareness and accurate self-assessment, decades of social psychological research suggests that these standards will be difficult to attain. Indeed, a host of sub-conscious cognitive processes conspire to ensure that self-assessments are unjustifiably charitable. The review describes said cognitive processes, discusses the most common manifestations of biased self-assessment, and offers guidance on interventions. The review's overarching theme; however, is that because self-enhancement is so deeply engrained, it will be impossible to eradicate at a global level. The most effective interventions may be those that help students to function in spite of imperfect self-knowledge.Keywords: self, self-awareness, self-assessment, self-knowledge, bias, psychology Unbiased self-knowledge seems critical for professionals who routinely make life and health altering decisions.1-5 Indeed, Standard 4.1 of the Standards 2016 and Domain 4 of CAPE addresses it directly: The graduate is able to examine and reflect on personal, knowledge, skills, abilities, beliefs, biases, motivation, and emotions that could enhance or limit personal growth. Several lines of research in clinical education, however, suggest that both students' and clinicians' self-knowledge is often biased. 6-14The goal of this manuscript is to demonstrate that completely unbiased self-knowledge is neither attainable nor desirable, because bias is deeply engrained, and because the mechanisms that cause bias occur below awareness. 15 Consequently, the manuscript also argues that interventions that help students Consequences of Biased Self-AssessmentBefore entertaining solutions to a problem, one should assess its extent; hence, the manuscript reviews common situations in with peoples' estimates of their character, abilities, or future prospects are more optimistic than reality warrants. The manifestations include, the better than average effect, low correlations between ability estimates and actual performance, and One of the most common manifestations of biased self-knowledge is low correlations between ability estimates and actual performance. For example, only seven out of twenty papers in a meta-analysis of practicing physicians' self-assessment accuracy reported a moderate positive correlation between physicians' self-assessment and their performance; the remaining papers reported either non-significant or negative correlations. Like knowledge of one's abilities, knowledge of one's traits is imperfect. 21 The Big Five personality inventory-an instrument that classifies respondents in terms of openness, conscientiousness, extraversion, agreeableness, and neuroticism-only correlates with related behaviors at 0.34 when the behaviors are performed in a lab 22 and 0.27 when the behaviors are performed outside of a lab. 23 In one of the most thorough investigations of the relationship between self-reports and behavior, researchers asked participants to wear an...

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Section: A J P Ementioning

confidence: 99%

The Social Psychology of Biased Self-Assessment

Karpen

2018

American Journal of Pharmaceutical Education

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“…Users may create specific sets of group members with access to sites for specific projects, providing an excellent collaborative environment for the users (Boulos, Maramba & Wheeler, 2006). Executing a collaborative writing task on a Wiki facilitates peer assessment, which could raise students' awareness of their work and improve its quality (Xiao & Lucking, 2008). Wikis also support meta-conversation by keeping the original versions of the revised or edited pages in an archive, where the entire production process of a work can be traced.…”

Section: Introductionmentioning

confidence: 99%

Exploring factors affecting students’ continued Wiki use for individual and collaborative learning: An extended UTAUT perspective

Yueh

Huang

Chang

2015

AJET

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The purpose of this study was to investigate what factors affect students' adaptation and continued use of a Wiki system for collaborative writing tasks through an extension of the Unified Theory of Acceptance and Use of Technology (UTAUT). This study was conducted in a general education course in a university in northern Taiwan. Data were collected from surveys of 103 students after their continued writing on the CourseWiki system for one semester. With structural equation model (SEM) analysis, results from this study partially confirm that, in the UTAUT model, factors of social influence have direct and significant effects on students' actual usage of the Wiki system. Moreover, students' actual use of the Wiki influences their intention of future use. This study successfully applies the extended UTAUT model and tests the predictive power in determining students' acceptance of a Wiki system in terms of their actual use and their behavioural intentions of future use. It further provides suggestions for future research and practice, and should contribute to theoretical understanding as well as practical application of learning technology in post-secondary teaching.

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“…For instance, Edens et al (2000) and Langan et al (2005) reported gender effects, but Sellnow and Trienen (2004) did not. Although Xiao and Lucking (2008) found no influence of peer feedback ratings on learners' attitudes toward peer-assessment, Sullivan et al (1999) refers to assesses' lack of self-confidence.…”

Section: Scientific Studies Of Peer-assessmentmentioning

confidence: 85%

An Overview of Peer-Assessment: The Benefits and Importance

Karami¹,

Rezaei²

2015

JSEL

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<p>Learner’s language proficiency and knowledge need to be evaluated based on different methods (Orsmond, Merry & Reiling (2000); Pope 2005). Authentic assessment attained by using real evidence is also achievable (Barbera 2009 and Barrett 2007). This authentic assessment can be achieved through cooperation between teachers and learners. Peer- assessment as one of these alternative assessments seeks a new way for authentic assessment. Importance of peer-assessment is also reported in previous studies. Although there are some unrecognized aspects, peer-assessment is considered to be effective (Shepard 2000 and Topping 1998).</p>

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The impact of two types of peer assessment on students' performance and satisfaction within a Wiki environment

Cited by 198 publications

References 26 publications

The Social Psychology of Biased Self-Assessment

The Social Psychology of Biased Self-Assessment

Exploring factors affecting students’ continued Wiki use for individual and collaborative learning: An extended UTAUT perspective

An Overview of Peer-Assessment: The Benefits and Importance

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