Title: | Teaching domain-specific skills before peer assessment skills is superior to teaching them simultaneously |
Author(s): | Merriënboer, J.J.G. van ; Zundert, Marjo van ; Sluijsmans, Dominique ; Könings, K. |
Publication year: | 2012 |
Source: | Educational Studies, vol. 38, iss. 5, (2012), pp. 541-557 |
ISSN: | 0305-5698 |
Publication type: | Article / Letter to editor |
Please use this identifier to cite or link to this item : https://hdl.handle.net/20.500.12470/277 ![]() |
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Lectorate : | External research institute |
Journal title : | Educational Studies |
Volume : | vol. 38 |
Issue : | iss. 5 |
Page start : | p.541 |
Page end : | p.557 |
Abstract: |
Instruction in peer assessment of complex task performance may cause high cognitive load, impairing learning. A stepwise instructional strategy aimed at reducing cognitive load was investigated by comparing it with a combined instructional strategy in an experiment with 128 secondary school students (mean age 14.0?years; 45.2% male) with the between-subjects factor instruction (stepwise, combined). In the stepwise condition, study tasks in Phase 1 were domain-specific and study tasks in Phase 2 had both domain-specific and peer assessment components. In the combined condition, these two components were present in all tasks in both phases. Final performance (i.e. speed and accuracy in domain-specific skills and peer assessment skills) showed no significant differences, but performance improved more from Phase 1 to Phase 2 in the stepwise condition than in the combined condition. The results suggest that, with complex study tasks, it might be beneficial to teach domain-specific skills before peer assessment skills.
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