Small Group Discussion as a Key Component in Online Assessment Training for Enhanced Student Learning in Web-Based Peer Assessment

Autor/inn/en	Liu, Xiongyi; Li, Lan; Zhang, Zhihong
Titel	Small Group Discussion as a Key Component in Online Assessment Training for Enhanced Student Learning in Web-Based Peer Assessment
Quelle	In: Assessment & Evaluation in Higher Education, 43 (2018) 2, S.207-222 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
DOI	10.1080/02602938.2017.1324018
Schlagwörter	Peer Evaluation; Group Discussion; Instructional Effectiveness; Business Communication; Undergraduate Students; Foreign Countries; Writing Achievement; Web Based Instruction; Student Attitudes; Student Surveys; China + Suchen Sie Ihr Suchwort? Gruppendiskussion; Unterrichtserfolg; Unternehmenskommunikation; Ausland; Web Based Training; Schülerverhalten; Schülerbefragung
Abstract	The purpose of this study is to examine the effect of online assessment training, with synchronous group discussion as a key component, on subsequent web-based peer assessment results. Participants included 81 college students, mostly women, taking a business writing class. After initial submission of a draft counter-offer letter, they completed online assessment training by engaging in a consensus-seeking, synchronous group discussion of the rubric-based ratings they gave to sample counter-offer letters. They then engaged in web-based assessment of randomly assigned peer counter-offer letters and upon receiving peer feedback, submitted revision of their own counter-offer letter. The discussion groups were randomly assigned to either anonymous (using a pseudo name) or identified conditions (using real name). Findings indicate that the quality of student counter-offer letters improved after online assessment training, and improved even more after web-based peer assessment. There were no significant differences between anonymous discussion groups and identified groups. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01