Assessor or assessee? Investigating the differential effects of online peer assessment roles in the development of students' problem-solving skills

We examine how online peer assessment roles affect students' problem-solving.Both assessors and assessees improved on problem-solving skills.Solution justification scores were significantly higher for assessors than for assessees.Solution justification scores improved more dramatically for assessors than assessees. The purpose of this study is to examine the relative effects of two online peer assessment roles (assessor and assessee) on students' performances in problem-solving. The participants included 70 students enrolled in the Special Teaching Methods II course, offered during the 2013-2014 spring semester. Participants engaged in a number of learning activities in an online learning environment during the six-week intervention process. Results indicated that both assessors and assessees improved their problem-solving skills. Additionally, assessors, compared to assessees performed better on justifying their problem-solving with sound reasoning.

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