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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 0000-0001-8583-6402), Ju-Ko Wei
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
FullText Text:
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  Data: Citing as an Online Learning Support Tool for Student-Generated Assessment
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  Data: <searchLink fieldCode="AR" term="%22Fu-Yun+Yu%22">Fu-Yun Yu</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8583-6402">0000-0001-8583-6402</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ju-Ko+Wei%22">Ju-Ko Wei</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Technology%2C+Pedagogy+and+Education%22"><i>Technology, Pedagogy and Education</i></searchLink>. 2024 33(2):165-186.
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  Data: 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
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  Data: Y
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  Data: 22
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  Data: 2024
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+5%22">Grade 5</searchLink><br /><searchLink fieldCode="EL" term="%22Intermediate+Grades%22">Intermediate Grades</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+5%22">Grade 5</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Instruction%22">Science Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+Teaching%22">Peer Teaching</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Empowerment%22">Student Empowerment</searchLink><br /><searchLink fieldCode="DE" term="%22Cooperative+Learning%22">Cooperative Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Construction%22">Test Construction</searchLink><br /><searchLink fieldCode="DE" term="%22Distance+Education%22">Distance Education</searchLink><br /><searchLink fieldCode="DE" term="%22Anxiety%22">Anxiety</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Processes%22">Cognitive Processes</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Taiwan%22">Taiwan</searchLink>
– Name: DOI
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  Group: ID
  Data: 10.1080/1475939X.2024.2304858
– Name: ISSN
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  Data: 1475-939X<br />1747-5139
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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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  Data: 2024
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  Data: EJ1419984
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        Value: 10.1080/1475939X.2024.2304858
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 22
        StartPage: 165
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Grade 5
        Type: general
      – SubjectFull: Science Instruction
        Type: general
      – SubjectFull: Peer Teaching
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      – SubjectFull: Student Empowerment
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      – SubjectFull: Cooperative Learning
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      – SubjectFull: Test Construction
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      – SubjectFull: Distance Education
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      – SubjectFull: Anxiety
        Type: general
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: Cognitive Processes
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      – SubjectFull: Taiwan
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      – TitleFull: Citing as an Online Learning Support Tool for Student-Generated Assessment
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            NameFull: Fu-Yun Yu
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            NameFull: Ju-Ko Wei
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              Type: published
              Y: 2024
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