Students in the reviewer role improved more between the second and third review rounds than students in the author role¶
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? Between the second and third review rounds, the reviewer group showed greater improvement in business plan scores than the author group. → 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
One-way ANOVA with Scheffe post hoc analysis of score changes among the three assessment modes in a non-equivalent group quasi-experiment; the second-to-third-round difference was significant (F=4.1376; p<0.05) with the post hoc comparison "Reviewer > Author".
"Furthermore, according to Scheffe's post hoc analysis, students in the reviewer group improved more between the second review and the third review than those in the author group."
Discussion¶
Related Claims¶
- Business plan scores increased significantly across review rounds in all three assessment groups — related
- Family entrepreneurial experience interacted significantly with assessment mode in business plan writing performance — related
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