Search results for author:"Olia Tsivitanidou"
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OLIA TSIVITANIDOU
University of Cyprus
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A study of students' heuristics and strategy patterns in web-based reciprocal peer assessment for science learning
Olia E. Tsivitanidou; Constantinos P. Constantinou
Internet and Higher Education Vol. 29, No. 1 (April 2016) pp. 12–22
This study examined the strategies of undergraduate student teachers participating in web-based reciprocal peer-assessment and how they were associated with learning gains in an inquiry-oriented, science learning environment. Twenty-seven...
Language: English
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Peer versus expert feedback: An investigation of the quality of peer feedback among secondary school students
Tasos Hovardas; Olia E. Tsivitanidou; Zacharias C. Zacharia
Computers & Education Vol. 71, No. 1 (February 2014) pp. 133–152
Few studies have focused on peer assessment at the secondary school level. Consequently, we know very little about the quality of the feedback secondary school students can produce and its potential usefulness. This study was implemented in the...
Language: English
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Peer assessment among secondary school students: Introducing a peer feedback tool in the context of a computer supported inquiry learning environment in science
Olia Tsivitanidou; Zacharias C. Zacharia; Tasos Hovardas; Aphrodite Nicolaou
Journal of Computers in Mathematics and Science Teaching Vol. 31, No. 4 (October 2012) pp. 433–465
In this study we introduced a peer feedback tool to secondary school students while aiming at investigating whether this tool leads to a feedback dialogue when using a computer supported inquiry learning environment in science. Moreover, we aimed at ...
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Investigating secondary school students’ unmediated peer assessment skills
Olia E. Tsivitanidou; Zacharias C. Zacharia; Tasos Hovardas
Learning and Instruction Vol. 21, No. 4 (August 2011) pp. 506–519
The purpose of this study was to investigate secondary school students’ unmediated peer assessment skills. Specifically, 36 seventh graders, without receiving any kind of support, were anonymously assigned to reciprocally assess their peers’ science ...