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Relationship between peer feedback, cognitive and metacognitive strategies and achievement in networked peer assessment
Author(s) -
Liu Eric ZhiFeng,
Lin Sunny S. J.
Publication year - 2007
Publication title -
british journal of educational technology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.79
H-Index - 95
eISSN - 1467-8535
pISSN - 0007-1013
DOI - 10.1111/j.1467-8535.2007.00702.x
Subject(s) - library science , citation , metacognition , peer feedback , psychology , cognition , mathematics education , computer science , neuroscience
The article focuses on the relationship between peer feedback, cognitive and metacognitive strategies, and achievement in networked peer assessment. The results of a regression analysis revealed a significant relationship between the use of cognitive and metacognitive strategies in feedback and in students' own achievement under networked peer assessment. The results indicated that students' use of advanced level cognitive and metacognitive strategies was a positive and significant predictor of their own achievements.