Business plan scores increased significantly across review rounds in all three assessment groups¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? Paired t-tests showed significant score increases between the first and second reviews and between the second and third reviews in each of the three groups. → Chun-Yi Lee 2015
Evidence¶
Chun-Yi Lee 2015¶
Chun-Yi Lee. (2015). The Effects of Online Peer Assessment and Family Entrepreneurial Experience on Students' Business Planning Performance. The Turkish Online Journal of Educational Technology, 14(1). https://eric.ed.gov/?id=EJ1057346
q3 · i? · causal · r2
Series of paired t-tests across the three review rounds (Table 5 reports t values such as -25.911*** for the reviewer group round 1); all increases were significant at p < .001, with no effect size printed.
"the scores in the three assessment groups showed significant increases between the first review and the second review, and between the second review and the third review."
Discussion¶
Related Claims¶
- Students in the reviewer role improved more between the second and third review rounds than students in the author role — related
- Family entrepreneurial experience interacted significantly with assessment mode in business plan writing performance — related
- Among students with family entrepreneurial experience, the peer group gained most (peer > author > reviewer); with no family experience, no significant group differences — related
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