Effects of critical assessment training on quality of peer feedback and quality of students' final projects in peer assessment
The purpose of this study was to investigate the impact of an online assessment training module on the quality of peer feedback, the quality of students’ final projects, and students’ perceived self-efficacy and task value in a web-based peer assessment system. Eighty-eight pre-service teachers enrolled in a technology application course at a Midwest university were randomly assigned to a control group or an experimental group. Students in the experimental group received online assessment training on how to apply a rubric in critical assessment of peers’ work and how to provide constructive feedback. Students in the control group were asked to spend the same amount of time studying the content area and marking criteria independently. Afterwards, students in both groups assessed peers’ projects and improved their own projects based on peer feedback. Students in both groups responded to a self-efficacy scale and a task value scale in a post-assessment survey. Students in the experimental groups also answered three open-ended questions regarding their perceptions toward the influence of the assessment training.
The quality of peer feedback, the quality of students’ final projects, and students’ ratings of self-efficacy and task value were compared in two groups. Results revealed that students in the experimental group outperformed students in the control group in both peer feedback quality and final project quality. However, there were no statistically significant differences (p > .05) found in students’ perceived self-efficacy and task value in the two groups. Exploration of qualitative data from students in the experimental group suggested that students generally acknowledge the value of assessment training. Cognitive and learning gains were frequently reported.
0710: Educational software