Abstract
Thirty-four undergraduates used Web-based self- and peer-assessment procedures for evaluating proposals in experimental psychology courses. Students presented their proposals and commented on the proposals of others on the Web. Results indicated that proposal observation and peer interaction enhanced the quality of students' proposals. These procedures also enhanced the interrater reliability of within-group members' proposal ratings.
Original language | English |
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Pages (from-to) | 331-334 |
Number of pages | 4 |
Journal | Teaching of Psychology |
Volume | 30 |
Issue number | 4 |
DOIs | |
Publication status | Published - 2003 Oct |
ASJC Scopus subject areas
- Education
- General Psychology