Peer assessment as a collaborative learning activity: The role of interpersonal variables and conceptions

A.E. Gennip; M.S.R. Segers; H. Tillema

doi:10.1016/j.learninstruc.2009.08.010

Peer assessment as a collaborative learning activity: The role of interpersonal variables and conceptions

A.E. Gennip^*, M.S.R. Segers, H. Tillema

^*Corresponding author for this work

Research output: Contribution to journal › Article › Academic › peer-review

Abstract

The present study examined the role of interpersonal variables (psychological safety, value diversity, interdependence, and trust) and conceptions of peer assessment in vocational education. An intervention was conducted (N = 45) with a control group (N = 17), which indicated change in psychological safety, value diversity, and trust in the peer as an assessor. Furthermore, when comparing the intervention and control group, peer assessment contributed to psychological safety and lower value diversity. Perceived learning was predicted by value diversity and conceptions. Conceptions were predicted by psychological safety, value diversity, and trust in the self and in the peer as an assessor.

Original language	English
Pages (from-to)	280-290
Number of pages	11
Journal	Learning and Instruction
Volume	20
Issue number	4
DOIs	https://doi.org/10.1016/j.learninstruc.2009.08.010
Publication status	Published - Aug 2010

Keywords

Peer assessment
Vocational education
Assessment for learning
Interpersonal variables
Conceptions of peer assessment
STUDENTS CONCEPTIONS
HIGHER-EDUCATION
SELF-ASSESSMENT
WORK TEAMS
INTERDEPENDENCE
FEEDBACK
IMPACT

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title = "Peer assessment as a collaborative learning activity: The role of interpersonal variables and conceptions",

abstract = "The present study examined the role of interpersonal variables (psychological safety, value diversity, interdependence, and trust) and conceptions of peer assessment in vocational education. An intervention was conducted (N = 45) with a control group (N = 17), which indicated change in psychological safety, value diversity, and trust in the peer as an assessor. Furthermore, when comparing the intervention and control group, peer assessment contributed to psychological safety and lower value diversity. Perceived learning was predicted by value diversity and conceptions. Conceptions were predicted by psychological safety, value diversity, and trust in the self and in the peer as an assessor.",

keywords = "Peer assessment, Vocational education, Assessment for learning, Interpersonal variables, Conceptions of peer assessment, STUDENTS CONCEPTIONS, HIGHER-EDUCATION, SELF-ASSESSMENT, WORK TEAMS, INTERDEPENDENCE, FEEDBACK, IMPACT",

author = "A.E. Gennip and M.S.R. Segers and H. Tillema",

year = "2010",

month = aug,

doi = "10.1016/j.learninstruc.2009.08.010",

language = "English",

volume = "20",

pages = "280--290",

journal = "Learning and Instruction",

issn = "0959-4752",

publisher = "Elsevier B.V.",

number = "4",

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TY - JOUR

T1 - Peer assessment as a collaborative learning activity: The role of interpersonal variables and conceptions

AU - Gennip, A.E.

AU - Segers, M.S.R.

AU - Tillema, H.

PY - 2010/8

Y1 - 2010/8

N2 - The present study examined the role of interpersonal variables (psychological safety, value diversity, interdependence, and trust) and conceptions of peer assessment in vocational education. An intervention was conducted (N = 45) with a control group (N = 17), which indicated change in psychological safety, value diversity, and trust in the peer as an assessor. Furthermore, when comparing the intervention and control group, peer assessment contributed to psychological safety and lower value diversity. Perceived learning was predicted by value diversity and conceptions. Conceptions were predicted by psychological safety, value diversity, and trust in the self and in the peer as an assessor.

AB - The present study examined the role of interpersonal variables (psychological safety, value diversity, interdependence, and trust) and conceptions of peer assessment in vocational education. An intervention was conducted (N = 45) with a control group (N = 17), which indicated change in psychological safety, value diversity, and trust in the peer as an assessor. Furthermore, when comparing the intervention and control group, peer assessment contributed to psychological safety and lower value diversity. Perceived learning was predicted by value diversity and conceptions. Conceptions were predicted by psychological safety, value diversity, and trust in the self and in the peer as an assessor.

KW - Peer assessment

KW - Vocational education

KW - Assessment for learning

KW - Interpersonal variables

KW - Conceptions of peer assessment

KW - STUDENTS CONCEPTIONS

KW - HIGHER-EDUCATION

KW - SELF-ASSESSMENT

KW - WORK TEAMS

KW - INTERDEPENDENCE

KW - FEEDBACK

KW - IMPACT

U2 - 10.1016/j.learninstruc.2009.08.010

DO - 10.1016/j.learninstruc.2009.08.010

M3 - Article

SN - 0959-4752

VL - 20

SP - 280

EP - 290

JO - Learning and Instruction

JF - Learning and Instruction

IS - 4

ER -

Peer assessment as a collaborative learning activity: The role of interpersonal variables and conceptions

Abstract

Keywords

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