Name
Abstract | ||
|---|---|---|
How does group membership framing affect the feedback students provide learners? This paper presents two between-subjects experiments investigating the effect of Ingroup/Outgroup membership on effort spent in peer evaluations, and whether the group membership criterion type affects quality and stringency of evaluation. Two peer-review assignments were implemented in two separate classes. In the first study, students were nominally grouped by location they sat in class and non-nominally grouped by current class score; each was asked to review an Ingroup and Outgroup peer assignment. A second study randomly assigned students to one of four group types (random, score, motivation, and location); student reviewed two Ingroup assignments. In both studies, score-grouped students graded their peers more stringently than students grouped by location. These studies illustrate for system designers the impacts of group framing - and the disclosure of that-in peer review tasks.
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Year | DOI | Venue |
|---|---|---|
2018 | 10.1145/3274314 | Proceedings of the ACM on Human-Computer Interaction |
Keywords | DocType | Volume |
experimentation,human factors,minimal group theory,peer feedback | Conference | 2 |
Issue | ISSN | Citations |
CSCW | 2573-0142 | 0 |
PageRank | References | Authors |
0.34 | 0 | 3 |
Name | Order | Citations | PageRank |
|---|---|---|---|
| Celia Durkin | 1 | 0 | 0.34 |
| Federico Rossano | 2 | 0 | 0.68 |
| Scott Klemmer | 3 | 2977 | 197.02 |