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

• Autor(a) principal: Estriegana, Rosa
• Data de Publicação: 2024
• Outros Autores: Teixeira, António, Robina‑Ramirez, Rafael, Medina‑Merodio, Jose‑Amelio, Oton Tortosa, Salvador
• Tipo de documento: Artigo
• Idioma: eng
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• Texto Completo: http://hdl.handle.net/10400.2/15501
• topic: Learning-oriented assessment; Formative assessment; Student satisfaction; Impact of communication and relationships; ODS::04:Educação de Qualidade

This 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.