Students' Attitude to Peer Assessment Process: A Critical Factor for Success

Autor/inn/en	Shui Ng, Wing; Yu, Guoxing
Titel	Students' Attitude to Peer Assessment Process: A Critical Factor for Success
Quelle	In: Interactive Learning Environments, 31 (2023) 5, S.2967-2985 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Shui Ng, Wing) ORCID (Yu, Guoxing)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-4820
DOI	10.1080/10494820.2021.1916762
Schlagwörter	Student Attitudes; Peer Evaluation; Writing Skills; Skill Development; Learner Engagement; Writing Achievement; Preservice Teachers; Foreign Countries; Early Childhood Education; Writing Processes; Web 2.0 Technologies; Hong Kong + Suchen Sie Ihr Suchwort? Schülerverhalten; Writing skill; Schreibfertigkeit; Kompetenzentwicklung; Qualifikationsentwicklung; Ausland; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Hongkong
Abstract	Peer assessment has been frequently used to improve students' academic writing skills. However, how to address students' unsatisfactory attitude during the peer assessment process remains a major challenge to further improve students' learning outcome and engagement. In our project, we implemented Interactive Peer Assessment, which comprised various components, to improve students' attitude during the peer assessment process. One hundred and fifty-three students participated in the Interactive Peer Assessment on academic writing at a wiki platform. Data were collected from student questionnaires and the records in webpages of wiki platform. It was found that the students demonstrated different levels of attitude changes in the form of compliance, identification and internalisation, and that different attitude changes were elicited by various components of the Interactive Peer Assessment. Significant learning improvement was also found in students' academic writing skills. Results of this study demonstrate the value and importance of incorporating strategies planned specifically to foster and maintain a positive attitude in the peer assessment process so as to enhance the desired effectiveness of peer assessment on learning outcomes and engagement. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01