A study of students' heuristics and strategy patterns in web-based reciprocal peer assessment for science learning

• Published in: The Internet and higher education 2016-04, Vol.29, p.12-22
• Main Authors: Tsivitanidou, Olia E., Constantinou, Constantinos P.
• Format: Article
• Language: English
• Subjects: Peer-assessor and peer-assessee profiles; Reciprocal peer assessment; Strategy patterns; Web-based science learning
• ISSN: 1096-7516; 1873-5525
• DOI: 10.1016/j.iheduc.2015.11.002

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. •Undergraduate student teachers’ strategies in web-based reciprocal peer-assessment•How those strategies are associated with students’ learning gains•Autonomous assessors and informed assessors•Engaged but unlucky assessees, disinterested assessees, and engaged assessees•Students’ learning gains were associated with peer-assessees profiles•Students’ learning gains were associated with their attitudes towards peer feedback•Benefits for learning can emerge while enacting the assessor and assessee role