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Impact of communication and relationships on student satisfaction and acceptance of self- and peer-assessment

2024Journal article Open access
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datacite.subject.sdg04:Educação de Qualidadept_PT
dc.contributor.authorEstriegana, Rosa
dc.contributor.authorTeixeira, António
dc.contributor.authorRobina‑Ramirez, Rafael
dc.contributor.authorMedina‑Merodio, Jose‑Amelio
dc.contributor.authorOton Tortosa, Salvador
dc.date.accessioned2024-01-15T14:55:06Z
dc.date.available2024-01-15T14:55:06Z
dc.date.issued2024
dc.description.abstractThis study presents a learning-oriented assessment experience and examines the impact of communication and relationships on student satisfaction and on the acceptance of self- and peer-assessment. To this end, an analysis was conducted based on the data collected from engineering students in a subject with a high degree of creativity. The answers of online surveys (n = 180) were examined by using the structural equation modelling technique (SEM). The results indicate that effective, frequent, and timely communication and quality relationships play an important role in ensuring that formative assessment, based on teamwork, feedback and self- and peer-assessment, is perceived as easy to implement and useful for learning and skills development, which also increases student satisfaction. In addition, these perceptions have an important impact on students’ acceptance of self- and peer-assessment, although students show more confidence in the teacher’s judgement and concern about the validity and reliability of their peers’ marks.pt_PT
dc.description.versioninfo:eu-repo/semantics/publishedVersionpt_PT
dc.identifier.citationEstriegana, R., Teixeira, A.M., Robina-Ramirez, R., Medina‑Merodio, J.A,,Oton, S. et al. (2024).Impact of communication and relationships on student satisfaction and acceptance of self- and peer-assessment. Education and Information Technologies. https://doi.org/10.1007/s10639-023-12276-5pt_PT
dc.identifier.doi10.1007/s10639-023-12276-5pt_PT
dc.identifier.urihttp://hdl.handle.net/10400.2/15501
dc.language.isoengpt_PT
dc.peerreviewedyespt_PT
dc.publisherIFIP Educationpt_PT
dc.relation.publisherversionhttps://link.springer.com/article/10.1007/s10639-023-12276-5pt_PT
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/pt_PT
dc.subjectLearning-oriented assessmentpt_PT
dc.subjectFormative assessmentpt_PT
dc.subjectStudent satisfactionpt_PT
dc.subjectImpact of communication and relationshipspt_PT
dc.titleImpact of communication and relationships on student satisfaction and acceptance of self- and peer-assessmentpt_PT
dc.typejournal article
dspace.entity.typePublication
oaire.citation.endPage17pt_PT
oaire.citation.issue1pt_PT
oaire.citation.startPage1pt_PT
oaire.citation.titleEducation and Information Technologiespt_PT
oaire.citation.volume29pt_PT
person.familyNameTeixeira
person.familyNameOTON TORTOSA
person.givenNameAntónio
person.givenNameSALVADOR
person.identifier.ciencia-id7810-ACD0-18B2
person.identifier.orcid0000-0002-1339-6548
person.identifier.orcid0000-0002-6417-1779
person.identifier.ridH-3111-2016
person.identifier.scopus-author-id17346570900
rcaap.rightsopenAccesspt_PT
rcaap.typearticlept_PT
relation.isAuthorOfPublicatione6474cc5-0c39-4eb5-ba27-a3f19964333f
relation.isAuthorOfPublication4bf4b72c-a038-44e0-849c-524ed3028f55
relation.isAuthorOfPublication.latestForDiscovery4bf4b72c-a038-44e0-849c-524ed3028f55

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