Browsing Han Publications without organization data by Author "Zundert, Marjo van"

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Teaching domain-specific skills before peer assessment skills is superior to teaching them simultaneously
Merriënboer, J.J.G. van ; Zundert, Marjo van ; Sluijsmans, Dominique ; Könings, K.
2012, Article / Letter to editor (Educational Studies, vol. 38, iss. 5, (2012), pp. 541-557)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.
The differential effects of task complexity on domain-specific and peer assessment skills
Könings, K. ; Sluijsmans, Dominique ; Zundert, Marjo van ; Merriënboer, J.J.G. van
2012, Article / Letter to editor (Educational Psychology (Abingdon, Oxfordshire), vol. 32, iss. 1, (2012), pp. 127-146)In this study the relationship between domain-specific skills and peer assessment skills as a function of task complexity is investigated. We hypothesised that peer assessment skills were superposed on domain-specific skills and will therefore suffer more when higher cognitive load is induced by increased task complexity. In a mixed factorial design with the between-subjects factor task complexity (simple, n?=?51; complex, n?=?59) and within-subjects factor task type (domain-specific, peer assessment), secondary school students studied four integrated study tasks, requiring them to learn a domain-specific skill (i.e. identifying the six steps of scientific research) and to learn how to assess a fictitious peer performing the same skill. Additionally, the students performed two domain-specific test tasks and two peer assessment test tasks. The interaction effect found on test performance supports our hypothesis. Implications for the teaching and learning of peer assessment skills are discussed.
Effective peer assessment processes: : Research findings and future directions
Merriënboer, J.J.G. van ; Sluijsmans, Dominique ; Zundert, Marjo van
2010, Article / Letter to editor (Learning and Instruction, vol. 20, iss. 4, (2010), pp. 270-279)Despite the popularity of peer assessment (PA), gaps in the literature make it difficult to describe exactly what constitutes effective PA. In a literature review, we divided PA into variables and then investigated their interrelatedness. We found that (a) PAs psychometric qualities are improved by the training and experience of peer assessors; (b) the development of domain-specific skills benefits from PA-based revision; (c) the development of PA skills benefits from training and is related to students thinking style and academic achievement, and (d) student attitudes towards PA are positively influenced by training and experience. We conclude with recommendations for future research.

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