Relationship between peer feedback, cognitive and metacognitive strategies and achievement in networked peer assessment: Colloquium

Eric Zhi Feng Liu, Sunny S.J. Lin

研究成果: 雜誌貢獻回顧評介論文同行評審

27 引文 斯高帕斯(Scopus)

摘要

The relationship between peer feedback, cognitive and metacognitive strategies and achievement in networked peer assessment was studied. The participants included 46 junior Information Management attending a University of Science and Technology in Northern Taiwan. The course titled 'Internet technology' specified that students should learn the basics of the Internet, wireless networking, tags for data on the Internet and Active Server Pages, and should be capable of designed a complete web-based system. Content analysis was used to analyze two perspectives of peer feedback, content and cognitive/metacognitive strategies. The results of a regression analysis revealed a significant relationship between the use of cognitive and metacognitive strategies and in student's own achievement under networked peer assessment.

原文???core.languages.en_GB???
頁(從 - 到)1122-1125
頁數4
期刊British Journal of Educational Technology
38
發行號6
DOIs
出版狀態已出版 - 11月 2007

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