- Author
- Mario Gielen (UGent) and Bram De Wever (UGent)
- Organization
- Abstract
- The present studies examined the added value of structuring the peer assessment (PA) process for the peer feedback (PFB) content quality in a wiki-based computer-supported collaborative learning (CSCL) environment in higher education, by firstly investigating a varying structuring degree in the peer feedback template (study 1) and secondly, by further structuring the role of both the assessor and assessee in the PFB process (study 2). Results of the first study revealed that structuring the PA process could be advantageous for the peer feedback content quality, while the results for study 2 are underway. The main aim of this poster presentation is to illustrate the impact of instructional interventions in which we further specify the role of the assessor and/or assessee, in order to enhance the content quality of peer feedback messages.
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Citation
Please use this url to cite or link to this publication: http://hdl.handle.net/1854/LU-5852363
- MLA
- Gielen, Mario, and Bram De Wever. Peer Feedback Content Quality: The Added Value of Structuring Peer Assessment. 2015.
- APA
- Gielen, M., & De Wever, B. (2015). Peer Feedback Content Quality: The added value of structuring peer assessment.
- Chicago author-date
- Gielen, Mario, and Bram De Wever. 2015. “Peer Feedback Content Quality: The Added Value of Structuring Peer Assessment.”
- Chicago author-date (all authors)
- Gielen, Mario, and Bram De Wever. 2015. “Peer Feedback Content Quality: The Added Value of Structuring Peer Assessment.”
- Vancouver
- 1.Gielen M, De Wever B. Peer Feedback Content Quality: The added value of structuring peer assessment. 2015.
- IEEE
- [1]M. Gielen and B. De Wever, “Peer Feedback Content Quality: The added value of structuring peer assessment.” 2015.
@misc{5852363, abstract = {{The present studies examined the added value of structuring the peer assessment (PA) process for the peer feedback (PFB) content quality in a wiki-based computer-supported collaborative learning (CSCL) environment in higher education, by firstly investigating a varying structuring degree in the peer feedback template (study 1) and secondly, by further structuring the role of both the assessor and assessee in the PFB process (study 2). Results of the first study revealed that structuring the PA process could be advantageous for the peer feedback content quality, while the results for study 2 are underway. The main aim of this poster presentation is to illustrate the impact of instructional interventions in which we further specify the role of the assessor and/or assessee, in order to enhance the content quality of peer feedback messages.}}, author = {{Gielen, Mario and De Wever, Bram}}, language = {{eng}}, title = {{Peer Feedback Content Quality: The added value of structuring peer assessment}}, year = {{2015}}, }