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Impact of communication and relationships on student satisfaction and acceptance of self- and peer-assessment

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Abstract

This study presents a learning-oriented assessment experience and examines the impact of communication and relationships on student satisfaction and on the acceptance of self- and peer-assessment. To this end, an analysis was conducted based on the data collected from engineering students in a subject with a high degree of creativity. The answers of online surveys (n = 180) were examined by using the structural equation modelling technique (SEM). The results indicate that effective, frequent, and timely communication and quality relationships play an important role in ensuring that formative assessment, based on teamwork, feedback and self- and peer-assessment, is perceived as easy to implement and useful for learning and skills development, which also increases student satisfaction. In addition, these perceptions have an important impact on students' acceptance of self- and peer-assessment, although students show more confidence in the teacher's judgement and concern about the validity and reliability of their peers' marks.

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The data that support the findings of this study are available from the corresponding author upon reasonable request.

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Authors and Affiliations

  1. Computer Engineering Dep., Escuela Politécnica, Universidad de Alcalá, Ctra. de Madrid-Barcelona, Km. 33.600, Alcalá de Henares, 28871, Madrid, Spain

    Rosa Estriegana

  2. Education and Distance Learning Dep., Universidade Aberta, Lisbon, Portugal

    Antonio Moreira Teixeira

  3. Business and Sociology Dep., University of Extremadura, Cáceres, Spain

    Rafael Robina-Ramirez

  4. Comp. Science Dep., Universidad de Alcalá, Madrid, Spain

    Jose-Amelio Medina-Merodio & Salvador Otón

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  1. Rosa Estriegana
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  4. Jose-Amelio Medina-Merodio
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Correspondence to Rosa Estriegana or Jose-Amelio Medina-Merodio.

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Estriegana, R., Teixeira, A.M., Robina-Ramirez, R. et al. Impact of communication and relationships on student satisfaction and acceptance of self- and peer-assessment. Educ Inf Technol (2024). https://doi.org/10.1007/s10639-023-12276-5

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