How do students perceive the educational value of peer assessment in relation to its social nature? A survey study in Flanders

被引：24

作者：

Rotsaert, Tijs ^{[1
]}

Panadero, Ernesto ^{[2
]}

Estrada, Eduardo ^{[3
]}

Schellens, Tammy ^{[1
]}

机构：

[1] Univ Ghent, Fac Psychol & Educ Sci, Dept Educ Studies, Ghent, Belgium

[2] Univ Autonoma Madrid, Dept Psicol Evolut & Educ, Madrid, Spain

[3] Camilo Jose Cela Univ, Dept Psychol, Madrid, Spain

来源：

STUDIES IN EDUCATIONAL EVALUATION | 2017年 / 53卷

关键词：

Peer assessment; Interpersonal processes; Anonymity; Structural equation modeling; SELF-ASSESSMENT; FIT INDEXES; FEEDBACK; PERSPECTIVES; PERCEPTIONS; SENSITIVITY; CONCEPTIONS; PERFORMANCE; EXPERIENCES; ANONYMITY;

D O I：

10.1016/j.stueduc.2017.02.003

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This study explores the relationship between students' perceptions of peer assessment (PA) and its social nature. A quantitative survey study (N = 3680) was conducted in secondary education in Flanders, examining the students' perceptions of PA interpersonal variables and their beliefs on the educational value of PA. The structural equation modeling (SEM) results show that the educational value students attribute to PA was positively predicted through trust in their own and their peers' evaluative capabilities, awareness of negative interpersonal processes (e.g. fear of disapproval and friendship marking), and beliefs about PA accuracy. The importance attributed to anonymity appeared to be a negative predictor of PA conceptions. Tests of mean latent differences were performed to explore the differences between educational levels, PA experience and gender. (C) 2017 Elsevier Ltd. All rights reserved.

引用

页码：29 / 40

页数：12