AUTHOR=Yokoyama Mai , Miwa Kazuhisa 

TITLE=A Class Practice Study of Intervention Effect of Interactive Assessment on Learning Goal Orientation

JOURNAL=Frontiers in Psychology

VOLUME=12

YEAR=2021

URL=https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2021.599480

DOI=10.3389/fpsyg.2021.599480

ISSN=1664-1078

ABSTRACT=<p>While focusing on the moderating effects of initial performance-approach goal orientation and performance-avoidance goal orientation, this study aimed to examine the effects of self- and peer-assessment on the growth of learning goal orientation. We set up a control group and two experimental groups (self-assessment and peer-assessment groups) and conducted experimental lessons. The responses of the 63 subjects (control group: <italic>n</italic> = 14; self-assessment group: <italic>n</italic> = 25; peer-assessment group: <italic>n</italic> = 24) who attended these lessons were analyzed. The following observations were made: (1) the effect of peer-assessment on the growth of learning goal orientation may change depending on the initial performance-approach goal orientation or performance-avoidance goal orientation; (2) to increase learning goal orientation for students who have high performance-approach goal orientation or low performance-avoidance goal orientation, peer-assessment is effective; and (3) to increase learning goal orientation for students who have low performance-approach goal orientation or high performance-avoidance goal orientation, peer-assessment appears to be counterproductive.</p>