Assessor or assessee? Investigating the differential effects of online peer assessment roles in the development of students' problem-solving skills

Cevik Y.

COMPUTERS IN HUMAN BEHAVIOR, vol.52, pp.250-258, 2015 (SSCI) identifier identifier

  • Publication Type: Article / Article
  • Volume: 52
  • Publication Date: 2015
  • Doi Number: 10.1016/j.chb.2015.05.056
  • Journal Name: COMPUTERS IN HUMAN BEHAVIOR
  • Journal Indexes: Social Sciences Citation Index (SSCI), Scopus
  • Page Numbers: pp.250-258
  • Keywords: Online peer feedback/assessment, Assessor, Assessee, Problem-solving, KNOWLEDGE SHARING VISIBILITY, LEARNING-ENVIRONMENT, QUESTION PROMPTS, HIGHER-EDUCATION, FEEDBACK, SCHOOL, WORLD
  • Hacettepe University Affiliated: Yes

Abstract

The purpose of this study is to examine the relative effects of two online peer assessment roles (assessor and assessee) on students' performances in problem-solving. The participants included 70 students enrolled in the Special Teaching Methods II course, offered during the 2013-2014 spring semester. Participants engaged in a number of learning activities in an online learning environment during the six-week intervention process. Results indicated that both assessors and assessees improved their problem-solving skills. Additionally, assessors, compared to assessees performed better on justifying their problem-solving with sound reasoning. (C) 2015 Elsevier Ltd. All rights reserved.