Abstract

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 participants from a university in Cyprus reciprocally assessed the digital learning products they prepared as they engaged in a web-based study unit on marine ecosystems and in particular prey–predator relationships. Data were collected through screen-video capture, peer feedback protocols, pre- and post-instructional tests and interviews, as well as the students' learning products. Data were exposed to qualitative analysis and then also treated quantitatively through the use of non-parametric tests. Our analysis led to the identification of a range of student profiles characterizing different peer-assessment patterns. In the peer-assessor role, students were distinguished into autonomous and informed assessors; whereas in the case of the assessee role they were discriminated into engaged but unlucky, disinterested and engaged assessees. Students' learning gains were associated with their actions as peer-assessees and their attitudes towards peer feedback. The findings have implications for teaching practice as well as policy for teaching and learning in web-based learning environments.

Citation

Tsivitanidou, O.E. & Constantinou, C.P. (2016). A study of students' heuristics and strategy patterns in web-based reciprocal peer assessment for science learning. Internet and Higher Education, 29(1), 12-22. Elsevier Ltd. Retrieved August 7, 2024 from https://www.learntechlib.org/p/199030/.

Keywords

• Peer-assessor and peer-assessee profiles
• Reciprocal peer assessment
• Strategy patterns
• Web-based science learning