The effects of the assessor and assessee's roles on preservice teachers' metacognitive awareness, performance, and attitude in a technology-related design task

This study investigated the effects of the Assessor and Assessee's role on preservice teachers' metacognitive awareness, performance, and attitude in a technology-related design task.; This study examined three specific questions:; Question 1. What are the comparative effects of the Assessor's role and Assessee's role on metacognitive awareness, performance, and attitude?; Question 2. Does the role combination (playing both Assessor's role and Assessee's role simultaneously) improve learners' metacognitive awareness, performance, and attitude to a greater degree than either of the roles alone or neither role?; Question 3. Are there any relationships between the quality of peer feedback and Assessees' metacognitive awareness, performance, and attitude?; Eighty-two students (preservice teachers) from four sections of an Introduction to Educational Technology course at the Florida State University participated in this study. The four sections were randomly assigned to four conditions (Assessor-only role condition, Assessee-only role condition, Both-roles condition, and control condition.; The results indicated that the Assessee's role was helpful for students to enhance metacognitive awareness on their own learning and to promote their performance, while the assessor's role did not show significant effectiveness. This may be attributed to the back-feedback activity, which seemed to help the Assessees better internalize and reflect upon peer feedback.; With respect to the effects of the combination role (playing both roles: assessor's role + assessee's role), the Both-roles condition did not always outperform the Assessor-only role condition or Assessee-only role condition. Contrary to what had been hypothesized, the one role only conditions sometimes outperformed the Both-roles condition. The results of this study illustrated that simply playing two different roles at a time does not always guarantee better effects of peer assessment than playing only one role. Even when students play only one role during peer assessment, they can have benefits of peer assessment for their learning.; The back-feedback score and Assessee's performance was significantly associated, but negatively. It may be explained by the degree of students' understanding of the assessment criteria and the requirements of the assignment. By giving the Assessees the opportunity to critique their peer's (Assessor's) feedback, it seems to have empowered them to have better understand the criteria and prove their own performance.; The findings of this study may suggest instructional implications for those who want to apply the ideas of peer assessment by providing examples regarding the effectiveness of well-developed assessment criteria and well-designed role activity, such as back-feedback activity. Due to the lack of fully randomized design and the short treatment time, the results and interpretation might be exploratory and tentative. Therefore, some further studies that can verify the results are recommended. (Abstract shortened by UMI.)...