A study of student engagement in autonomy-supportive peer assessment
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Although peer assessment is widely implemented in higher education, not all students are highly engaged in it. This study provided students with autonomy support to enhance their engagement in peer assessment. A web-based tool, ASPA (Autonomy-Supportive Peer Assessment), was designed and developed to support students’ need for autonomy. Students’ sense of autonomy, and their behavioral, emotional, and cognitive engagement in peer assessment were examined via interviews and surveys. Their academic performances were also examined, including the improvement from initial to revised essays and the quality of the feedback they provided. Survey results indicated that the ASPA group experienced a higher sense of autonomy than the non-ASPA group. However, there were no statistically significant differences between the two groups in behavioral, emotional, and cognitive engagement and academic performances. Interviews suggested that both the ASPA and non-ASPA groups were engaged in peer assessment.