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An exploration of interim peer asses...

Conrad, Rita-Marie.

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An exploration of interim peer assessment in a cooperative project-based learning environment.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	An exploration of interim peer assessment in a cooperative project-based learning environment./
Author:	Conrad, Rita-Marie.
Description:	168 p.
Notes:	Major Professor: Marcy P. Driscoll.
Contained By:	Dissertation Abstracts International60-12A.
Subject:	Education, Curriculum and Instruction. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9953972
ISBN:	0599571330

An exploration of interim peer assessment in a cooperative project-based learning environment.
Conrad, Rita-Marie.

An exploration of interim peer assessment in a cooperative project-based learning environment. - 168 p.

Major Professor: Marcy P. Driscoll.

Thesis (Ph.D.)--The Florida State University, 1999.

A statistical difference existed in the final peer assessment ratings. Team members who did not conduct interim peer assessment received higher ratings on the final peer assessment than those who completed interim peer assessments.

ISBN: 0599571330Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

An exploration of interim peer assessment in a cooperative project-based learning environment.
LDR:03216nam 2200361 a 45 001 929719
005 20110427
008 110427s1999 eng d
020 $a 0599571330
035 $a (UnM)AAI9953972
035 $a AAI9953972
040 $a UnM $c UnM
100 1 $a Conrad, Rita-Marie. $3 589731
245 1 0 $a An exploration of interim peer assessment in a cooperative project-based learning environment.
300 $a 168 p.
500 $a Major Professor: Marcy P. Driscoll.
500 $a Source: Dissertation Abstracts International, Volume: 60-12, Section: A, page: 4300.
502 $a Thesis (Ph.D.)--The Florida State University, 1999.
520 $a A statistical difference existed in the final peer assessment ratings. Team members who did not conduct interim peer assessment received higher ratings on the final peer assessment than those who completed interim peer assessments.
520 $a Discussion of the results and recommendations for future research are presented in addition to suggested improvements of the peer assessment process.
520 $a The predominant unintended effect of interim peer assessment was the negative social interactions between team members about the evaluative comments received by team members.
520 $a This study explored the effect of interim peer assessment on the quality of the team product, individual student satisfaction with the pedagogical strategy of cooperation, individual performance as a team member, the actions of less self-directed students, and the self-management process of teams.
520 $a Thirty-two students enrolled in a performance systems analysis graduate course were assigned to four-member project teams by peers. These teams were then randomly assigned to one of two conditions, interim peer assessment and no interim peer assessment. In both cases, peer assessment was also performed at the end of the semester.
520 $a Each team member in the treatment group completed a Team Member Evaluation (TME) form for every member of the team after the first project deliverable had been graded approximately in the middle of the semester, and again at the end of the semester. This form measured the level and quality of individual team member effort, as well as the level of cooperation, positive impact, and overall contribution of the team member.
520 $a There was no statistical indication that the intervention of interim peer assessment significantly affected product quality or satisfaction with the collaborative process. Interim team member evaluation did not seem to have a significant effect on a team's ability to manage itself
520 $a Students categorized with low self-direction reported that the interim peer assessment did not change the manner in which they conducted themselves as team members. The level of self-direction did not appear to be related to student performance in this course or to team member evaluation scores.
590 $a School code: 0071.
650 4 $a Education, Curriculum and Instruction. $3 576301
650 4 $a Education, Educational Psychology. $3 1017560
690 $a 0525
690 $a 0727
710 2 0 $a The Florida State University. $3 1017727
773 0 $t Dissertation Abstracts International $g 60-12A.
790 $a 0071
790 1 0 $a Driscoll, Marcy P., $e advisor
791 $a Ph.D.
792 $a 1999
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9953972