Research On The Influence Of Evaluator's Academic Self-efficacy On Peer Evaluation

With the development of computer network technology,peer assessment is gradually adopted in the field of teaching evaluation for its high efficiency and good reliability,and has drawn the attention of researchers.Massive practices show that effective peer assessment can not only promote students’ mastery of learning content,but also cultivate learners’ learning skills,reflective thinking and critical thinking ability.However,an instructive and thought-provoking evaluation with high quality is uncommon to be found in actual teaching.It is not satisfactory to improve the quality of peer assessment simply by changing the evaluation environment or increasing intervention measures.Bandura’s theory of self-efficacy plays a very important role in numerous learning motivation theories.It seems that most researchers agree on a consistent conclusion that one’s expectation can affect his behavior,direction,effort and persistence.In the same way,the individual’s expectations of his academic performance will affect his performance in learning activities.As a learning activity,the relationship between peer assessment and academic self-efficacy has not been explained in detail.In this paper,we choose the freshmen who have plenty of time and available electronic equipment as our subjects and take the multimedia work development course which is easy to display and evaluate as an example.In order to explore the impact of academic self-efficacy on peer assessment,we use research methods such as experiments,questionnaires and content analysis to compare the given scores,reviews and some evaluation behaviors.The main conclusions are as follows:(1)Students with high academic self-efficacy comment more on average and are more positive,while students with low academic self-efficacy performed better at the beginning of evaluation,but the number of comments and enthusiasm decreased with the increase of experimental rotation.(2)In terms of the type tendency of comments,most students prefer judging from positive aspect,thus there are less critical comments.Categorizing by emotion,cognition and meta-cognition,it is found that there are more emotional comments than cognitive comments,and least meta-cognitive comments.Besides,there are few irrelevant reviews,the overall quality of comments are high.However,students with different academic self-efficacy have significant differences in the preference of the type of comments.The group with high academic self-efficacy is significantly higher in meta-cognitive comments while significantly lower in emotional comments than the other two groups.Students with low academic self-efficacy have a wide range of emotional and cognitive comments,especially the emotional evaluation of supporting views and the cognitive evaluation of personal views.In addition,students with lower academic self-efficacy do better in providing guidance notes which are ambiguous.(3)Overall,students have a good faith in peer assessment,and they believe that both themselves and their peers can give their works a correct and reasonable evaluation.However,there are still some differences in the degree of trust of students with different academic self-efficacy,and students in the high self-efficacy group are more likely to believe in the comment given by themselves and their peers.(4)Grading the students’ work according to teachers’ evaluation,it is found that the scores given by students are generally high,but the distribution of scores is consistent with the evaluation of teachers through analyzing the scores of different work given by students.It can be seen that college students have already have good evaluation ability of works,and the credibility is high.(5)Overall,the evaluation scores of students tend to be high in comment.Students with high academic self-efficacy are likely to give the maximum when facing to first-class works,while there is no significant differences when facing to the others.