Student Perception of Assessment Feedback Effects on Online Collaborative Learning

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De Hoyos, M.L., Murphy, K.L., Resta, P. & Yang, X. (2005). Student Perception of Assessment Feedback Effects on Online Collaborative Learning. In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2005 (pp. 59-65). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/18949.

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Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2005
Phoenix, AZ, USA
2005
ISBN 1-880094-55-X
  Caroline Crawford, Roger Carlsen, Ian Gibson, Karen McFerrin, Jerry Price, Roberta Weber & Dee Anna Willis
AACE

More Information on SITE
Table of Contents

Authors

Maria Lourdes De Hoyos, University of Texas at Austin, United States; Karen L. Murphy, Texas A&M University, United States; Paul Resta, University of Texas at Austin, United States; Xiaobing Yang, Texas A&M University, United States

Abstract

The study examines the effects of feedback of peer and self assessments used in six online graduate level courses taught in two universities. The study addresses the effects of graphical vs. non-graphical feedback on students' subsequent peer and self-assessments, time of feedback, and learner and group characteristics. The nesting of the self and peer assessments and the dependency of the repeated measures data guided the use of a hierarchical mixed effects linear model with the two factor scores of the Teamwork Assessment Scale as the dependent variable and self or peer, course, team, assessment time, gender and campus presence as the predictors. Preliminary findings are that students change their assessments of themselves and peers over time.

Keywords

• Assessment
• Graphics

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