A Class Practice Study of Intervention Effect of Interactive Assessment on Learning Goal Orientation

• Published in: Frontiers in Psychology Vol. 12; p. 599480
• Main Authors: Yokoyama, Mai, Miwa, Kazuhisa
• Format: Journal Article
• Language: English
• Published: Switzerland Frontiers Media SA 12.08.2021; Frontiers Media S.A
• Subjects: BF1-990; General Psychology; intervention; learning goal orientation; peer-assessment; performance goal orientation; Psychology; self-assessment; learning goal orientation; performance goal orientation; intervention; self-assessment; peer-assessment
• ISSN: 1664-1078; 1664-1078
• DOI: 10.3389/fpsyg.2021.599480

While focusing on the moderating effects of initial performance-approach goal orientation and performance-avoidance goal orientation, this study aimed to examine the effects of self- and peer-assessment on the growth of learning goal orientation. We set up a control group and two experimental groups (self-assessment and peer-assessment groups) and conducted experimental lessons. The responses of the 63 subjects (control group: n = 14; self-assessment group: n = 25; peer-assessment group: n = 24) who attended these lessons were analyzed. The following observations were made: (1) the effect of peer-assessment on the growth of learning goal orientation may change depending on the initial performance-approach goal orientation or performance-avoidance goal orientation; (2) to increase learning goal orientation for students who have high performance-approach goal orientation or low performance-avoidance goal orientation, peer-assessment is effective; and (3) to increase learning goal orientation for students who have low performance-approach goal orientation or high performance-avoidance goal orientation, peer-assessment appears to be counterproductive.