Citing as an Online Learning Support Tool for Student-Generated Assessment
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| Title: | Citing as an Online Learning Support Tool for Student-Generated Assessment |
|---|---|
| Language: | English |
| Authors: | Fu-Yun Yu (ORCID |
| Source: | Technology, Pedagogy and Education. 2024 33(2):165-186. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Grade 5 Intermediate Grades Middle Schools |
| Descriptors: | Foreign Countries, Grade 5, Science Instruction, Peer Teaching, Student Empowerment, Cooperative Learning, Test Construction, Distance Education, Anxiety, Academic Achievement, Cognitive Processes |
| Geographic Terms: | Taiwan |
| DOI: | 10.1080/1475939X.2024.2304858 |
| ISSN: | 1475-939X 1747-5139 |
| Abstract: | While enabling students to refer to and build on peer-produced work (termed 'citing' herein) during content creation appears pedagogically promising, its associated learning effects remain under-studied. This research aimed at examining the effects of online citing of peer-generated assessment items during student test-construction on promoting learning and task performance. Additionally, any negative effects this approach may have on inducing cognitive and emotional burdens were examined. A pretest-posttest quasi-experimental research design was adopted, where two treatment groups were devised (i.e. the citing and no-citing groups). A group of fifth-graders from six classes participated in an 11-week study. Based on the results of the analysis of covariance, it was found that students in the citing group scored significantly higher than those in the no-citing group on academic achievement and question-generation performance. In addition, citing did not induce significantly higher cognitive load or learning anxiety as compared to the no-citing situation. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1419984 |
| Database: | ERIC |
| Abstract: | While enabling students to refer to and build on peer-produced work (termed 'citing' herein) during content creation appears pedagogically promising, its associated learning effects remain under-studied. This research aimed at examining the effects of online citing of peer-generated assessment items during student test-construction on promoting learning and task performance. Additionally, any negative effects this approach may have on inducing cognitive and emotional burdens were examined. A pretest-posttest quasi-experimental research design was adopted, where two treatment groups were devised (i.e. the citing and no-citing groups). A group of fifth-graders from six classes participated in an 11-week study. Based on the results of the analysis of covariance, it was found that students in the citing group scored significantly higher than those in the no-citing group on academic achievement and question-generation performance. In addition, citing did not induce significantly higher cognitive load or learning anxiety as compared to the no-citing situation. |
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| ISSN: | 1475-939X 1747-5139 |
| DOI: | 10.1080/1475939X.2024.2304858 |
