Peer assessment as a collaborative learning activity: The role of interpersonal variables and conceptions

被引：161

作者：

van Gennip, Nanine A. E. ^{[1
]}

Segers, Mien S. R. ^{[1
]}

Tillema, Harm H. ^{[1
]}

机构：

[1] Leiden Univ, Fac Social & Behav Sci, Inst Educ & Child Studies, Ctr Study Learning Org, NL-2300 RB Leiden, Netherlands

来源：

LEARNING AND INSTRUCTION | 2010年 / 20卷 / 04期

关键词：

Peer assessment; Vocational education; Assessment for learning; Interpersonal variables; Conceptions of peer assessment; STUDENTS CONCEPTIONS; HIGHER-EDUCATION; SELF-ASSESSMENT; FEEDBACK; INTERDEPENDENCE; WORK; REVISION; IMPACT;

D O I：

10.1016/j.learninstruc.2009.08.010

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

The present study examined the role of interpersonal variables (psychological safety, value diversity, interdependence, and trust) and conceptions of peer assessment in vocational education. An intervention was conducted (N=45) with a control group (N=17), which indicated change in psychological safety, value diversity, and trust in Furthermore, when comparing the intervention and control group, peer assessment contributed to psychological safety and lower value diversity. Perceived learning was predicted by value diversity and conceptions. Conceptions were predicted by psychological safety, value diversity, and trust in the self and in the peer as an assessor. (C) 2009 Elsevier Ltd. All rights reserved.

引用

页码：280 / 290

页数：11

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