東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

The effects of training in peer asse...

Xiao, Yun.

FindBook

Google Book

Amazon

博客來

The effects of training in peer assessment on university students' writing performance and peer assessment quality in an online environment.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	The effects of training in peer assessment on university students' writing performance and peer assessment quality in an online environment./
作者:	Xiao, Yun.
面頁冊數:	144 p.
附註:	Source: Dissertation Abstracts International, Volume: 71-11, Section: A, page: .
Contained By:	Dissertation Abstracts International71-11A.
標題:	Education, Language and Literature. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3429548
ISBN:	9781124291499

The effects of training in peer assessment on university students' writing performance and peer assessment quality in an online environment.
Xiao, Yun.

The effects of training in peer assessment on university students' writing performance and peer assessment quality in an online environment. - 144 p.

Source: Dissertation Abstracts International, Volume: 71-11, Section: A, page: .

Thesis (Ph.D.)--Old Dominion University, 2010.

This study was designed to examine the effects of peer-assessment skill training on students' writing performance, the quality of students' feedback, the quality (validity and reliability) of student-generated scores, and the students' satisfaction with the peer assessment method in an online environment. A quasi-experimental design was employed to test group differences on the dependent variables. Four hundred and seventy-three sophomore and junior undergraduate students who were enrolled in a Foundations of Education course were selected by convenience sampling at a Large East-Coast Urban University. Students enrolled in Spring and Fall semesters of 2008 were assigned to the two experimental groups that received principle-based peer-assessment skill training or target-criteria-based peer-assessment skill training, while students enrolled in Fall semester of 2007 were assigned to the comparison group and did not receive structured peer-assessment skill training.

ISBN: 9781124291499Subjects--Topical Terms:

1018115
Education, Language and Literature.

The effects of training in peer assessment on university students' writing performance and peer assessment quality in an online environment.
LDR:02988nam 2200325 4500 001 1393734
005 20110406093043.5
008 130515s2010 ||||||||||||||||| ||eng d
020 $a 9781124291499
035 $a (UMI)AAI3429548
035 $a AAI3429548
040 $a UMI $c UMI
100 1 $a Xiao, Yun. $3 1672302
245 1 4 $a The effects of training in peer assessment on university students' writing performance and peer assessment quality in an online environment.
300 $a 144 p.
500 $a Source: Dissertation Abstracts International, Volume: 71-11, Section: A, page: .
500 $a Adviser: Robert Lucking.
502 $a Thesis (Ph.D.)--Old Dominion University, 2010.
520 $a This study was designed to examine the effects of peer-assessment skill training on students' writing performance, the quality of students' feedback, the quality (validity and reliability) of student-generated scores, and the students' satisfaction with the peer assessment method in an online environment. A quasi-experimental design was employed to test group differences on the dependent variables. Four hundred and seventy-three sophomore and junior undergraduate students who were enrolled in a Foundations of Education course were selected by convenience sampling at a Large East-Coast Urban University. Students enrolled in Spring and Fall semesters of 2008 were assigned to the two experimental groups that received principle-based peer-assessment skill training or target-criteria-based peer-assessment skill training, while students enrolled in Fall semester of 2007 were assigned to the comparison group and did not receive structured peer-assessment skill training.
520 $a The results of the study indicated that students who had peer assessment skill training in the experimental groups outperformed their counterparts in the comparison group on writing performance, and provided higher quality written feedback to their peers than those in the comparison group. The findings revealed that students in experimental groups generated more reliable assessment scores than those in the comparison group in the second round of peer assessment. The findings also revealed that students in the target-criteria-based training groups exhibited a higher level of satisfaction with peer feedback than those in the other groups. In addition, the results indicated that use of the target-criteria-based training method had no apparent superiority to use of principle-based training method on students' writing performance, and peer-assessment skill training had no apparent positive impacts on the validity of student-generated assessment scores during peer assessment.
590 $a School code: 0418.
650 4 $a Education, Language and Literature. $3 1018115
650 4 $a Education, Pedagogy. $3 1669025
650 4 $a Education, Teacher Training. $3 783747
650 4 $a Education, Technology of. $3 1018012
650 4 $a Education, Curriculum and Instruction. $3 576301
690 $a 0279
690 $a 0456
690 $a 0530
690 $a 0710
690 $a 0727
710 2 $a Old Dominion University. $3 1020684
773 0 $t Dissertation Abstracts International $g 71-11A.
790 1 0 $a Lucking, Robert, $e advisor
790 $a 0418
791 $a Ph.D.
792 $a 2010
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3429548