IDEAS home Printed from https://ideas.repec.org/a/gam/jsusta/v14y2022i23p15787-d985913.html
   My bibliography  Save this article

Exploring the Development of Student Teachers’ Knowledge Construction in Peer Assessment: A Quantitative Ethnography

Author

Listed:
  • Yingchun Liu

    (College of Education, Zhejiang University of Technology, Hangzhou 310023, China)

  • Zhuojing Ni

    (College of Education, Zhejiang University of Technology, Hangzhou 310023, China)

  • Shimin Zha

    (College of Education, Zhejiang University of Technology, Hangzhou 310023, China)

  • Zhen Zhang

    (College of Education, Zhejiang University of Technology, Hangzhou 310023, China)

Abstract

Peer assessment (PA) is a formative assessment tool that can effectively monitor the development process of knowledge construction. In comment-based PA, comments contain the evidence of how the assessors construct knowledge to conduct professional assessments, which initiates a research perspective to explore the dynamic knowledge construction of the assessors. Quantitative ethnography is both a method for the quantitative analysis of qualitative data and a technique for the network modelling of professional competencies, providing a new way of thinking about the analysis and evaluation of knowledge construction processes. In this paper, quantitative ethnography was used to mine the comments generated from comment-based PA activities to reveal the characteristics of student teachers’ knowledge construction and the developmental trajectories of knowledge structure at different learning stages. The experimental results show that the student teachers’ knowledge structures and knowledge levels evolve in the PA environment, and the cognitive network gradually tends to become more complex and balanced. The student teachers showed stage and gender differences in the level of knowledge progression during the learning process. The second PA was a turning point in knowledge progression. The knowledge structures of the male and female groups are biased towards different kinds of knowledge elements.

Suggested Citation

  • Yingchun Liu & Zhuojing Ni & Shimin Zha & Zhen Zhang, 2022. "Exploring the Development of Student Teachers’ Knowledge Construction in Peer Assessment: A Quantitative Ethnography," Sustainability, MDPI, vol. 14(23), pages 1-18, November.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:23:p:15787-:d:985913
    as

    Download full text from publisher

    File URL: https://www.mdpi.com/2071-1050/14/23/15787/pdf
    Download Restriction: no
    File URL: https://www.mdpi.com/2071-1050/14/23/15787/
    Download Restriction: no
    ---><---

    References listed on IDEAS

    as
    1. Zhenzhen He & Xuemei Wu & Qiyun Wang & Changqin Huang, 2021. "Developing Eighth-Grade Students’ Computational Thinking with Critical Reflection," Sustainability, MDPI, vol. 13(20), pages 1-21, October.
    2. Ruiping Wang & Shihong Wu & Xiaoping Wang, 2022. "The Core of Smart Cities: Knowledge Representation and Descriptive Framework Construction in Knowledge-Based Visual Question Answering," Sustainability, MDPI, vol. 14(20), pages 1-15, October.
    Full references (including those not matched with items on IDEAS)

    Most related items

    These are the items that most often cite the same works as this one and are cited by the same works as this one.
    1. Hsi-Hung Peng & Astrid Tiara Murti & Lusia Maryani Silitonga & Ting-Ting Wu, 2023. "Effects of the Fundamental Concepts of Computational Thinking on Students’ Anxiety and Motivation toward K-12 English Writing," Sustainability, MDPI, vol. 15(7), pages 1-16, March.

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:gam:jsusta:v:14:y:2022:i:23:p:15787-:d:985913. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    If CitEc recognized a bibliographic reference but did not link an item in RePEc to it, you can help with this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: MDPI Indexing Manager (email available below). General contact details of provider: https://www.mdpi.com .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.