The impacts of self-monitoring prompt on provision and uptake of peer feedback and on revision performance: A mixed methods study

IF 2.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Educational Evaluation Pub Date : 2025-01-03 DOI:10.1016/j.stueduc.2024.101442

Yi Zhang , Hui Chen , Jingran Wang , Zhongling Pi , Jiumin Yang

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引用次数: 0

Abstract

In the context of online formative peer assessment (FPA), both the provision of quality peer feedback and critical implementation of received feedback are intellectually demanding tasks that require cognitive and metacognitive effort from students. To facilitate these processes, this study designed a self-monitoring prompt (SMP) as a metacognitive scaffold and examined its impact on students’ provision of peer feedback and its uptake, as well as students’ revision performance in an undergraduate course titled “Modern Educational Technology”. Adopting a mixed-methods research design, 116 junior undergraduates from China participated in an online FPA task over three weeks, with 68 students in the experimental group (with SMP support; SMP+) and 48 students in the control group (without SMP support; SMP-). However, due to specific data exclusion criteria, not all participants were included in each analysis: 90 students for the provision of peer feedback, and 97 students for both the uptake of peer feedback and the chain mediation analysis. The results indicated that SMP did not significantly change feedback quantity (p = .950), but it did enhance its quality (p = .019). The SMP+ group showed a greater tendency to apply the received peer feedback (p = .002), were less likely to ignore it (p = .014), and achieved better revision performance than the students in the SMP- group (p = .003). Further chain mediation analyses revealed the complex ways SMP influenced revision performance. Overall, the study underscores the potential of SMP to improve the quality and effectiveness of online FPA.

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自我监控提示对同伴反馈的提供和吸收以及对复习成绩的影响：一项混合方法研究

在在线形成性同伴评价（FPA）的背景下，提供高质量的同伴反馈和批判性地实施收到的反馈都是智力要求很高的任务，需要学生的认知和元认知努力。为了促进这些过程，本研究设计了一个自我监控提示（SMP）作为元认知支架，并研究了它对学生提供同伴反馈及其吸收的影响，以及学生在本科课程“现代教育技术”中的复习表现。采用混合方法的研究设计，116名来自中国的大三本科生参与了为期三周的在线FPA任务，其中68名学生为实验组(SMP支持；对照组48人(无SMP支持；SMP -)。然而，由于特定的数据排除标准，并不是所有的参与者都被包括在每个分析中：90名学生提供同伴反馈，97名学生接受同伴反馈和链中介分析。结果表明，SMP对反馈数量的影响不显著（p = .950），但对反馈质量的影响显著（p = .019）。SMP+ 组更倾向于应用收到的同伴反馈（p = .002），更不容易忽视（p = .014），并且比SMP-组（p = .003）取得了更好的复习成绩。进一步的链式中介分析揭示了SMP影响复习绩效的复杂方式。总体而言，该研究强调了SMP在提高在线FPA的质量和有效性方面的潜力。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Studies in Educational Evaluation Multiple-

CiteScore

6.90

自引率

6.50%

发文量

审稿时长

62 days

期刊介绍： Studies in Educational Evaluation publishes original reports of evaluation studies. Four types of articles are published by the journal: (a) Empirical evaluation studies representing evaluation practice in educational systems around the world; (b) Theoretical reflections and empirical studies related to issues involved in the evaluation of educational programs, educational institutions, educational personnel and student assessment; (c) Articles summarizing the state-of-the-art concerning specific topics in evaluation in general or in a particular country or group of countries; (d) Book reviews and brief abstracts of evaluation studies.