The effects of autonomy support on student engagement in peer assessment

The effects of autonomy support on student engagement in peer assessment Although peer assessment is widely implemented in higher education, not all students are highly engaged in it. To enhance student engagement in peer assessment, we designed and developed a web-based tool, autonomy-supportive peer assessment (ASPA), to support students’ need for autonomy when they conducted peer assessment. Students’ sense of autonomy, and their behavioral, emotional, and cognitive engagement in peer assessment were examined via interviews and surveys. We also examined students’ academic performances, including their improvement from initial to revised essays and the quality of feedback they provided. Survey results indicated that the ASPA group (1) experienced a slightly higher sense of autonomy than the non-ASPA group, and (2) spent much more time on each evaluation criterion than the non-ASPA group. Interviews suggested that both the ASPA and non-ASPA groups were engaged in peer assessment. However, there were no statistically significant differences between the two groups in behavioral, emotional, cognitive engagement, and academic performances. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Educational Technology Research and Development Springer Journals

The effects of autonomy support on student engagement in peer assessment

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Publisher
Springer US
Copyright
Copyright © 2017 by Association for Educational Communications and Technology
Subject
Education; Educational Technology; Learning and Instruction
ISSN
1042-1629
eISSN
1556-6501
D.O.I.
10.1007/s11423-017-9538-x
Publisher site
See Article on Publisher Site

Abstract

Although peer assessment is widely implemented in higher education, not all students are highly engaged in it. To enhance student engagement in peer assessment, we designed and developed a web-based tool, autonomy-supportive peer assessment (ASPA), to support students’ need for autonomy when they conducted peer assessment. Students’ sense of autonomy, and their behavioral, emotional, and cognitive engagement in peer assessment were examined via interviews and surveys. We also examined students’ academic performances, including their improvement from initial to revised essays and the quality of feedback they provided. Survey results indicated that the ASPA group (1) experienced a slightly higher sense of autonomy than the non-ASPA group, and (2) spent much more time on each evaluation criterion than the non-ASPA group. Interviews suggested that both the ASPA and non-ASPA groups were engaged in peer assessment. However, there were no statistically significant differences between the two groups in behavioral, emotional, cognitive engagement, and academic performances.

Journal

Educational Technology Research and DevelopmentSpringer Journals

Published: Aug 24, 2017

References

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