The impact of a two-round, mobile peer assessment on learning achievements, critical thinking skills, and meta-cognitive awareness
by Lanqin Zheng; Nian-shing Chen; Xin Li; Ronghuai Huang
International Journal of Mobile Learning and Organisation (IJMLO), Vol. 10, No. 4, 2016

Abstract: Educators and practitioners recognise peer assessment as an effective educational approach. However, designing the most effective peer assessment activities remains a major concern. In this study, a two-round peer assessment and a series of collaborative learning activities were integrated and implemented. The goals were as follows: help students develop knowledge and skills, review and learn from peers' work, and reflect and revise their own work using mobile phones. A study using pretest/post-test quasi-experimental design was conducted in an undergraduate course for six weeks. A total of 97 undergraduates participated in the study. Participants were randomly assigned to 27 groups of three or four students. The findings revealed that the two-round peer assessment facilitated by mobile phone significantly improved students' learning achievement, critical thinking awareness and skills, and meta-cognitive awareness. The practical implications, limitations, and future directions are discussed in detail.

Online publication date: Thu, 29-Sep-2016

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