The Influence Of Intimacy On Online Peer Evaluation Process And Interpersonal Interaction

The effective application of peer assessment activities has a positive impact on students' metacognition,critical thinking and emotion development.The development of peer assessment activities is influenced by many factors,such as criteria.The core activity of peer assessment is to give feedback and receive feedback among group members,so it must be affected by the intimacy between the students.Many studies have shown that intimacy has an impact on peer assessment.However,these researches generally only focus on the its impact on the scores,not focus on the influence of intimacy on the comments and interpersonal variables.Therefore,the study mainly discusses the influence of intimacy on peer assessment,tries to research the influence of intimacy on the assessment process and interpersonal variables.In order to obtain the influence of intimacy on the process and interpersonal variables of online peer assessment,the experimental method was used to obtain relevant data.The object of the experiment is the normal student of the third grade of the Modern Education Technology class.The comment content of the experiment are student's assignment of individual image processing operations and the platform of the experiment are familiar social tools QQ space for students.The basic process of the experiment was to first classify the students as low intimacy group,medium intimacy group and high intimacy group according to their intimacy.After that,multiple rounds of online peer assessment activities were conducted within the peer assessment group.The students in the same group need to assess each member.After finish the multiple peer assessment,ask students to fill out the University Students Peer Assessment Interpersonal Variables Questionnaire.In addition to collecting student questionnaire data,it also collects peer assessment time,scores,comments,assignment browsing,and praise in the process of students' mutual evaluation.After relevant data analysis,the study found:First,from the comment finished time recorded by the platform,the students of high intimacy group tend to complete the task of evaluation earlier and are willing to spend more time.Second,from the assignment browsing and praise,students are more willing to take the initiative to browse the homework of the classmates who are familiar with.Third,at the beginning of the peer assessment,the students of high intimacy group gave each other a similar score,and with the development of the peer evaluation activities,the students of medium group gave each other a similar score;The scores of the same group members are more like to refer to the scores of the same group members,so the difference between the scores of the same assignments is not large;The student scores are higher than the teacher scores,but with the development of peer evaluation activities,the correlation between student scores and teacher scores has increased.Besides,the scores in the high intimacy group is more correlate with teacher scores the other group.Fifth,classify the comments into three types,which are corrective comments,enhanced comments and suggestive types at the beginning of the peer assessment,the high intimacy group students tend to give suggestive comments,but the low intimacy and the medium group students tend to give corrective comments.With the development of peer assessment activities,all groups tend to give enhanced comments.In addition,students who are the high intimacy group are likely to form multi-level comments because they have a relaxed atmosphere.Fifth,through the analyst of the questionnaire of the peer assessment interpersonal variables,students have high psychological safety,value diversity,interdependence,and trust in the process of peer assessment.There is no significant difference in the average value of the three groups.After the completion of the peer assessment,the students have a positive attitude about peer assessment.In addition,there is a positive correlation between the scores of the four dimensions of interpersonal variables and the attitude of peer assessment.