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Give and take: A re‐analysis of assessor and assessee's roles in technology‐facilitated peer assessment
Author(s) -
Li Lan,
Liu Xiongyi,
Zhou Yuchun
Publication year - 2012
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.1467-8535.2011.01180.x
Subject(s) - peer evaluation , peer assessment , peer feedback , psychology , peer review , quality (philosophy) , peer influence , applied psychology , social psychology , higher education , mathematics education , philosophy , epistemology , political science , law
The study examined how playing two roles as assessors and assessees in technology‐assisted peer assessment contributes to students' performance. Data from a previous study was recoded and analysed to understand peer assessment processes from a different angle. Findings of our previous study supported the importance of the assessor's role, but not the assessee's role. In the present study, the assessee's role was re‐examined based on the assessee's ability to critically judge and act upon peer feedback, instead of quality of peer feedback that they received. Regression analysis was conducted, and results suggested that how students responded to peer feedback, as indicated by the number of good versus misleading suggestions incorporated, significantly predicted their final project scores. The findings support the importance of both assessor and assessee's roles in peer assessment and provide valuable implications for effective implementation of peer assessment.