A Mixed Methods Approach to the Assessor's Targeting Behavior during Online Peer Assessment: Effects of Anonymity and Underlying Reasons

Autor/inn/en	Yu, Fu-Yun; Sung, Shannon
Titel	A Mixed Methods Approach to the Assessor's Targeting Behavior during Online Peer Assessment: Effects of Anonymity and Underlying Reasons
Quelle	In: Interactive Learning Environments, 24 (2016) 7, S.1674-1691 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yu, Fu-Yun)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-4820
DOI	10.1080/10494820.2015.1041405
Schlagwörter	Foreign Countries; Elementary School Students; Grade 5; Student Evaluation; Peer Evaluation; Privacy; Evaluators; Pretests Posttests; Qualitative Research; Social Networks; Network Analysis; Identification; Computer Assisted Testing; Confidentiality; Mixed Methods Research; Grounded Theory; Taiwan + Suchen Sie Ihr Suchwort? Ausland; School year 05; 5. Schuljahr; Schuljahr 05; Schulnote; Studentische Bewertung; Privatsphäre; Qualitative Forschung; Social network; Soziales Netzwerk; Netzplantechnik; Identifikation; Identifizierung
Abstract	This study examined the effects of identity revelation and concealment on the number of times students' work was assessed in an online peer assessment context. It also examined the underlying reasons guiding the assessor's targeting behavior. Two fifth-grade classes participated. The one-group pretest-posttest experimental research design coupled with qualitative research method was adopted. The results from social network analysis (SNA) showed a high redundancy rate for both high- and low-targeted assessees in identity-revealed and identity-concealed conditions for both classes. Moreover, the density metrics indicated that all sociograms were similarly sparse. The Wilcoxon tests further confirmed that there were no significant differences in the assessees' ranking in the two conditions for both classes. Finally, analysis of students' self-reflective data revealed that the features/content of the work to be assessed, rather than who the question-author was, was the determining factor when it came to deciding the target for online peer assessment. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01