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Title: Learning to Argue: The Role of Peer Assessment
Authors: Liu, Shiyu
Issue Date: Jul-2016
Publisher: Singapore: International Society of the Learning Sciences
Citation: Liu, S. (2016). Learning to Argue: The Role of Peer Assessment In Looi, C. K., Polman, J. L., Cress, U., and Reimann, P. (Eds.). Transforming Learning, Empowering Learners: The International Conference of the Learning Sciences (ICLS) 2016, Volume 2. Singapore: International Society of the Learning Sciences.
Abstract: The present study explored how peer assessment may influence the development of students’ skills in constructing written arguments. Twenty-two college freshmen participated in this qualitative research to provide feedback on their peer’s written arguments about popular psychology topics. Constant comparative analysis of multiple data sources revealed three main categories of feedback that students provided: cognition-based, metacognition-based, and affection-based. While receiving cognition-based feedback had the most impacts on how students would later evaluate others’ work, those who had previously provided metacognition-based feedback were more likely to make observed progress in constructing arguments. This work adds to our understanding about the complex nature of peer assessment and proposes a potentially effective approach to facilitate students’ skills in written argumentation.
Appears in Collections:ICLS 2016

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