Please use this identifier to cite or link to this item:
|Title:||Supporting Feedback Uptake in Online Peer Assessment|
|Authors:||Funk, Alexandra L.|
|Publisher:||International Society of the Learning Sciences|
|Citation:||Funk, A. L., Wichmann, A., & Rummel, N. (2013). Supporting Feedback Uptake in Online Peer Assessment. In Rummel, N., Kapur, M., Nathan, M., & Puntambekar, S. (Eds.), To See the World and a Grain of Sand: Learning across Levels of Space, Time, and Scale: CSCL 2013 Conference Proceedings Volume 2 — Short Papers, Panels, Posters, Demos & Community Events (pp. 253-254). Madison, WI: International Society of the Learning Sciences.|
|Abstract:||Starting point for the present study were students' problems in academic writing. The goal of the study is to improve students' writing in a peer assessment setting. Sixty-seven students participated in an online writing task. We investigate whether providing sense-making support during feedback reception leads to increased feedback uptake, better revisions of the original text, and improved writing skills, as compared to a condition without sense-making support.|
|Appears in Collections:||CSCL 2013|
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.