Impact of communication and relationships on student satisfaction and acceptance of self- and peer-assessment

• Published in: Education and information technologies Vol. 29; no. 12; pp. 14715 - 14731
• Main Authors: Estriegana, Rosa, Teixeira, Antonio Moreira, Robina-Ramirez, Rafael, Medina-Merodio, Jose-Amelio, Otón, Salvador
• Format: Journal Article
• Language: English
• Published: New York Springer US 01.08.2024; Springer; Springer Nature B.V
• Subjects: Communication; Communication (Thought Transfer); Computer Appl. in Social and Behavioral Sciences; Computer Oriented Programs; Computer Science; Computers and Education; Coordination; Creativity; Critical Thinking; Distance Education; Education; Educational aspects; Educational Assessment; Educational evaluation; Educational Technology; Engineering Education; Engineering students; Formative Evaluation; Grading; Group Dynamics; Influence of Technology; Information Seeking; Information Systems Applications (incl.Internet); Information Technology; Learning Processes; Literature Reviews; Methods; Peer Acceptance; Peer Evaluation; Peer relationships; Psychological aspects; Satisfaction; Self evaluation; Social aspects; Structural Equation Models; Student attitudes; Student Participation; Student Satisfaction; Teamwork; University students; User Interfaces and Human Computer Interaction; Validity; Spain; Peer-assessment; Student satisfaction; Self-assessment; Relational coordination; Structural equation modeling
• DOI: 10.1007/s10639-023-12276-5
• ISSN: 1360-2357

This study presents a learning-oriented assessment experience and examines the impact of communication and relationships on student satisfaction and on the acceptance of self- and peer-assessment. To this end, an analysis was conducted based on the data collected from engineering students in a subject with a high degree of creativity. The answers of online surveys ( n  = 180) were examined by using the structural equation modelling technique (SEM). The results indicate that effective, frequent, and timely communication and quality relationships play an important role in ensuring that formative assessment, based on teamwork, feedback and self- and peer-assessment, is perceived as easy to implement and useful for learning and skills development, which also increases student satisfaction. In addition, these perceptions have an important impact on students' acceptance of self- and peer-assessment, although students show more confidence in the teacher's judgement and concern about the validity and reliability of their peers' marks.