Web-based peer assessment: feedback for students with various thinking-styles
This study used aptitude treatment interaction design to examine how feedback formats (specific vs. holistic) and executive thinking styles (high vs. low) affect web‐based peer assessment. An Internet‐based (anonymous) peer‐assessment system was developed and used by 58 computer science students who...
Gespeichert in:
| Veröffentlicht in: | Journal of computer assisted learning 2001-12, Vol.17 (4), p.420-432 |
|---|---|
| Hauptverfasser: | , , |
| Format: | Artikel |
| Sprache: | eng |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Tags: |
Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
|
| container_end_page | 432 |
|---|---|
| container_issue | 4 |
| container_start_page | 420 |
| container_title | Journal of computer assisted learning |
| container_volume | 17 |
| creator | Lin, S.S.J. Liu, E.Z.F. Yuan, S.M. |
| description | This study used aptitude treatment interaction design to examine how feedback formats (specific vs. holistic) and executive thinking styles (high vs. low) affect web‐based peer assessment. An Internet‐based (anonymous) peer‐assessment system was developed and used by 58 computer science students who submitted assignments for peer review. The results indicated that while students with high executive thinking styles significantly improved over two rounds of peer assessment, low executive students did not improve through the cycles. In addition, high executive students contributed substantially better feedback than their low executive counterparts. In the second round of peer assessment, thinking style and feedback format interactively affected student learning. Low executive students receiving specific feedback significantly outperformed those receiving holistic feedback. In receiving holistic feedback, high executive thinkers outperformed their low executive counterparts. This study suggests that future web‐based peer assessment adopts a specific feedback format for all students. |
| doi_str_mv | 10.1046/j.0266-4909.2001.00198.x |
| format | Article |
| fullrecord | <record><control><sourceid>proquest_cross</sourceid><recordid>TN_cdi_proquest_journals_222683783</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><sourcerecordid>94346416</sourcerecordid><originalsourceid>FETCH-LOGICAL-c4068-333c1042d5c3ac43e530343fd1ebad898149d22277b193452cbd5d0664baa7273</originalsourceid><addsrcrecordid>eNqNkMtOAyEUhonRxHp5B2LickYGGGBMXHi_xOrCat0RBhidts5UzlTbt5dao1sX5JCT__shH0I4I2lGuDgYpYQKkfCCFCklJEvjKVQ6X0O9jIk8oZIW66j3G9pEWwAjQogshOqh_tCXSWnAOzz1PmAD4AHefNMd4sp7Vxo7xlUbMHQzF7eAP-vuFX-YULczwN1r3Yzr5iWBbjHxsIM2KjMBv_szt9Hjxfng9Cq5vb-8Pj2-TSwnQiWMMRs_T11umbGc-ZwRxlnlMl8apwqV8cJRSqUss4LxnNrS5Y4IwUtjJJVsG-2teqehfZ956PSonYUmPqkjJhSTisWQWoVsaAGCr_Q01G8mLHRG9NKdHumlFr3Uopfu9Lc7PY_o_k-_AWsmVTCNreGP50TlnIuYO1rlPuuJX_y7X99EF_EW-WTF19D5-S9vwlgLyWSuh3eXuv988vQwOBN6yL4Aj9uQyg</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>222683783</pqid></control><display><type>article</type><title>Web-based peer assessment: feedback for students with various thinking-styles</title><source>Wiley</source><creator>Lin, S.S.J. ; Liu, E.Z.F. ; Yuan, S.M.</creator><creatorcontrib>Lin, S.S.J. ; Liu, E.Z.F. ; Yuan, S.M.</creatorcontrib><description>This study used aptitude treatment interaction design to examine how feedback formats (specific vs. holistic) and executive thinking styles (high vs. low) affect web‐based peer assessment. An Internet‐based (anonymous) peer‐assessment system was developed and used by 58 computer science students who submitted assignments for peer review. The results indicated that while students with high executive thinking styles significantly improved over two rounds of peer assessment, low executive students did not improve through the cycles. In addition, high executive students contributed substantially better feedback than their low executive counterparts. In the second round of peer assessment, thinking style and feedback format interactively affected student learning. Low executive students receiving specific feedback significantly outperformed those receiving holistic feedback. In receiving holistic feedback, high executive thinkers outperformed their low executive counterparts. This study suggests that future web‐based peer assessment adopts a specific feedback format for all students.</description><identifier>ISSN: 0266-4909</identifier><identifier>EISSN: 1365-2729</identifier><identifier>DOI: 10.1046/j.0266-4909.2001.00198.x</identifier><language>eng</language><publisher>Oxford, UK: Blackwell Science Ltd</publisher><subject>Aptitude ; Aptitude Treatment Interaction ; Biological and medical sciences ; Cognitive Style ; Computer science ; Discourse analysis ; Educational psychology ; Feedback ; Fundamental and applied biological sciences. Psychology ; Learning Processes ; Learning Strategies ; Peer assessment ; Psychology. Psychoanalysis. Psychiatry ; Psychology. Psychophysiology ; Psychopedagogics. Didactics ; Undergraduate ; Undergraduate Students ; World-wide web</subject><ispartof>Journal of computer assisted learning, 2001-12, Vol.17 (4), p.420-432</ispartof><rights>2002 INIST-CNRS</rights><rights>Copyright Blackwell Science Ltd. Dec 2001</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c4068-333c1042d5c3ac43e530343fd1ebad898149d22277b193452cbd5d0664baa7273</citedby><cites>FETCH-LOGICAL-c4068-333c1042d5c3ac43e530343fd1ebad898149d22277b193452cbd5d0664baa7273</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://onlinelibrary.wiley.com/doi/pdf/10.1046%2Fj.0266-4909.2001.00198.x$$EPDF$$P50$$Gwiley$$H</linktopdf><linktohtml>$$Uhttps://onlinelibrary.wiley.com/doi/full/10.1046%2Fj.0266-4909.2001.00198.x$$EHTML$$P50$$Gwiley$$H</linktohtml><link.rule.ids>314,776,780,1411,27901,27902,45550,45551</link.rule.ids><backlink>$$Uhttp://pascal-francis.inist.fr/vibad/index.php?action=getRecordDetail&idt=14085446$$DView record in Pascal Francis$$Hfree_for_read</backlink></links><search><creatorcontrib>Lin, S.S.J.</creatorcontrib><creatorcontrib>Liu, E.Z.F.</creatorcontrib><creatorcontrib>Yuan, S.M.</creatorcontrib><title>Web-based peer assessment: feedback for students with various thinking-styles</title><title>Journal of computer assisted learning</title><description>This study used aptitude treatment interaction design to examine how feedback formats (specific vs. holistic) and executive thinking styles (high vs. low) affect web‐based peer assessment. An Internet‐based (anonymous) peer‐assessment system was developed and used by 58 computer science students who submitted assignments for peer review. The results indicated that while students with high executive thinking styles significantly improved over two rounds of peer assessment, low executive students did not improve through the cycles. In addition, high executive students contributed substantially better feedback than their low executive counterparts. In the second round of peer assessment, thinking style and feedback format interactively affected student learning. Low executive students receiving specific feedback significantly outperformed those receiving holistic feedback. In receiving holistic feedback, high executive thinkers outperformed their low executive counterparts. This study suggests that future web‐based peer assessment adopts a specific feedback format for all students.</description><subject>Aptitude</subject><subject>Aptitude Treatment Interaction</subject><subject>Biological and medical sciences</subject><subject>Cognitive Style</subject><subject>Computer science</subject><subject>Discourse analysis</subject><subject>Educational psychology</subject><subject>Feedback</subject><subject>Fundamental and applied biological sciences. Psychology</subject><subject>Learning Processes</subject><subject>Learning Strategies</subject><subject>Peer assessment</subject><subject>Psychology. Psychoanalysis. Psychiatry</subject><subject>Psychology. Psychophysiology</subject><subject>Psychopedagogics. Didactics</subject><subject>Undergraduate</subject><subject>Undergraduate Students</subject><subject>World-wide web</subject><issn>0266-4909</issn><issn>1365-2729</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2001</creationdate><recordtype>article</recordtype><recordid>eNqNkMtOAyEUhonRxHp5B2LickYGGGBMXHi_xOrCat0RBhidts5UzlTbt5dao1sX5JCT__shH0I4I2lGuDgYpYQKkfCCFCklJEvjKVQ6X0O9jIk8oZIW66j3G9pEWwAjQogshOqh_tCXSWnAOzz1PmAD4AHefNMd4sp7Vxo7xlUbMHQzF7eAP-vuFX-YULczwN1r3Yzr5iWBbjHxsIM2KjMBv_szt9Hjxfng9Cq5vb-8Pj2-TSwnQiWMMRs_T11umbGc-ZwRxlnlMl8apwqV8cJRSqUss4LxnNrS5Y4IwUtjJJVsG-2teqehfZ956PSonYUmPqkjJhSTisWQWoVsaAGCr_Q01G8mLHRG9NKdHumlFr3Uopfu9Lc7PY_o_k-_AWsmVTCNreGP50TlnIuYO1rlPuuJX_y7X99EF_EW-WTF19D5-S9vwlgLyWSuh3eXuv988vQwOBN6yL4Aj9uQyg</recordid><startdate>200112</startdate><enddate>200112</enddate><creator>Lin, S.S.J.</creator><creator>Liu, E.Z.F.</creator><creator>Yuan, S.M.</creator><general>Blackwell Science Ltd</general><general>Blackwell Science</general><general>Wiley Subscription Services, Inc</general><scope>BSCLL</scope><scope>IQODW</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7SC</scope><scope>8FD</scope><scope>JQ2</scope><scope>L7M</scope><scope>L~C</scope><scope>L~D</scope></search><sort><creationdate>200112</creationdate><title>Web-based peer assessment: feedback for students with various thinking-styles</title><author>Lin, S.S.J. ; Liu, E.Z.F. ; Yuan, S.M.</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c4068-333c1042d5c3ac43e530343fd1ebad898149d22277b193452cbd5d0664baa7273</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2001</creationdate><topic>Aptitude</topic><topic>Aptitude Treatment Interaction</topic><topic>Biological and medical sciences</topic><topic>Cognitive Style</topic><topic>Computer science</topic><topic>Discourse analysis</topic><topic>Educational psychology</topic><topic>Feedback</topic><topic>Fundamental and applied biological sciences. Psychology</topic><topic>Learning Processes</topic><topic>Learning Strategies</topic><topic>Peer assessment</topic><topic>Psychology. Psychoanalysis. Psychiatry</topic><topic>Psychology. Psychophysiology</topic><topic>Psychopedagogics. Didactics</topic><topic>Undergraduate</topic><topic>Undergraduate Students</topic><topic>World-wide web</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Lin, S.S.J.</creatorcontrib><creatorcontrib>Liu, E.Z.F.</creatorcontrib><creatorcontrib>Yuan, S.M.</creatorcontrib><collection>Istex</collection><collection>Pascal-Francis</collection><collection>CrossRef</collection><collection>Computer and Information Systems Abstracts</collection><collection>Technology Research Database</collection><collection>ProQuest Computer Science Collection</collection><collection>Advanced Technologies Database with Aerospace</collection><collection>Computer and Information Systems Abstracts Academic</collection><collection>Computer and Information Systems Abstracts Professional</collection><jtitle>Journal of computer assisted learning</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Lin, S.S.J.</au><au>Liu, E.Z.F.</au><au>Yuan, S.M.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Web-based peer assessment: feedback for students with various thinking-styles</atitle><jtitle>Journal of computer assisted learning</jtitle><date>2001-12</date><risdate>2001</risdate><volume>17</volume><issue>4</issue><spage>420</spage><epage>432</epage><pages>420-432</pages><issn>0266-4909</issn><eissn>1365-2729</eissn><abstract>This study used aptitude treatment interaction design to examine how feedback formats (specific vs. holistic) and executive thinking styles (high vs. low) affect web‐based peer assessment. An Internet‐based (anonymous) peer‐assessment system was developed and used by 58 computer science students who submitted assignments for peer review. The results indicated that while students with high executive thinking styles significantly improved over two rounds of peer assessment, low executive students did not improve through the cycles. In addition, high executive students contributed substantially better feedback than their low executive counterparts. In the second round of peer assessment, thinking style and feedback format interactively affected student learning. Low executive students receiving specific feedback significantly outperformed those receiving holistic feedback. In receiving holistic feedback, high executive thinkers outperformed their low executive counterparts. This study suggests that future web‐based peer assessment adopts a specific feedback format for all students.</abstract><cop>Oxford, UK</cop><pub>Blackwell Science Ltd</pub><doi>10.1046/j.0266-4909.2001.00198.x</doi><tpages>13</tpages></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 0266-4909 |
| ispartof | Journal of computer assisted learning, 2001-12, Vol.17 (4), p.420-432 |
| issn | 0266-4909 1365-2729 |
| language | eng |
| recordid | cdi_proquest_journals_222683783 |
| source | Wiley |
| subjects | Aptitude Aptitude Treatment Interaction Biological and medical sciences Cognitive Style Computer science Discourse analysis Educational psychology Feedback Fundamental and applied biological sciences. Psychology Learning Processes Learning Strategies Peer assessment Psychology. Psychoanalysis. Psychiatry Psychology. Psychophysiology Psychopedagogics. Didactics Undergraduate Undergraduate Students World-wide web |
| title | Web-based peer assessment: feedback for students with various thinking-styles |
| url | https://sfx.bib-bvb.de/sfx_tum?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2025-01-29T09%3A22%3A22IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-proquest_cross&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=Web-based%20peer%20assessment:%20feedback%20for%20students%20with%20various%20thinking-styles&rft.jtitle=Journal%20of%20computer%20assisted%20learning&rft.au=Lin,%20S.S.J.&rft.date=2001-12&rft.volume=17&rft.issue=4&rft.spage=420&rft.epage=432&rft.pages=420-432&rft.issn=0266-4909&rft.eissn=1365-2729&rft_id=info:doi/10.1046/j.0266-4909.2001.00198.x&rft_dat=%3Cproquest_cross%3E94346416%3C/proquest_cross%3E%3Curl%3E%3C/url%3E&disable_directlink=true&sfx.directlink=off&sfx.report_link=0&rft_id=info:oai/&rft_pqid=222683783&rft_id=info:pmid/&rfr_iscdi=true |