Examinando por Autor "Ocampo, Jose Carlos"
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Ítem Are men and women really different?: the effects of gender and training on peer scoring and perceptions of peer assessment(Routledge, 2023) Ocampo, Jose Carlos; Panadero, Ernesto; Díez Ruiz, FernandoA number of studies have expressed that gender might be a source of difference and bias in peer assessment activities. However, evidence supporting this remains mixed and scant. The present study examined gender difference and accuracy bias between men and women assessors’ peer scoring of same-sex or opposite-sex writing samples using a quasi-experimental approach in which we implemented peer assessment training to explore if it could minimise gender difference and bias. Additionally, we also explored the effects on participants’ perceptions of trust and comfort in giving peer scores. A total of 145 (men = 25) psychology students enrolled in four separate courses participated in this study. Two of the classes received peer assessment training, while the other two only received task instructions. Participants were divided into eight scoring subgroups where they peer scored three writing samples of varying quality (poor, average and excellent) using a scoring rubric in Eduflow. We found that, regardless of their training condition, men and women assessors did not differ in their peer scores of men and women peers. Only untrained men assessors showed less trust in their abilities and discomfort when peer scoring women assessees’ writing samples.Ítem “Due to the composition of the feedback, I think it's a girl”: the effects of gender and peer feedback content on essay revisions and perceptions of peer feedback(Elsevier Ltd, 2025-03-13) Ocampo, Jose Carlos; Panadero, Ernesto; Sánchez Iglesias, Iván; Díez Ruiz, FernandoThis study explores the impact of peer feedback content (concise general vs elaborated specific), assessee gender (male vs female), and fictitious assessor gender (male vs female vs anonymous) on essay revisions and perceptions of peer feedback. A total of 284 undergraduate students (nMen = 138, nWomen = 146) from two private universities in the Philippines participated in this study. Participants submitted an argumentative essay draft (pre-test), received concise general or elaborate specific peer feedback from a fictitious male or female or anonymous peer assessor, and submitted a revised argumentative essay (post-test). We found that the pre-test and post-test essay scores were unaffected by feedback content, assessee, or assessor gender. However, a significant triple interaction emerged between assessee gender, feedback content, and assessment time. Similarly, triple interactions were found for trust in peers as assessors and perceived adequacy of feedback. No interactions were observed for perceptions of (dis)comfort and motivation.Ítem The effects of gender and training on peer feedback characteristics(Routledge, 2024) Ocampo, Jose Carlos; Panadero, Ernesto; Zamorano Sande, David; Sánchez Iglesias, Iván; Díez Ruiz, FernandoPrevious research has demonstrated the benefits of peer feedback for improving student work. Gender, as an individual characteristic, is now receiving increased attention due to its influence on the peer feedback process. This study examined the effects of gender and peer assessment training on the amount and content of peer feedback provided by assessors for poor, average and excellent writing samples, using a randomised controlled design. A total of 240 undergraduate psychology students participated in the study. Half of the participants received peer assessment training, while the other half received task instructions only. Participants were assigned to eight subgroups, providing peer feedback to writing samples attributed to fictitious male or female assessee. Analysis of 3017 feedback segments revealed that women provided a greater amount of peer feedback compared to men. Women also offered more positive verifications and suggestive elaborations for average and poor writing samples. Male assessees received more suggestive elaborations, while trained assessors provided more positive verifications. These findings suggest the need for a multifaceted training programme to bridge the gap between gender-based differences in peer feedback characteristics.Ítem Which gender provides more specific peer feedback?: gender and assessment training's effects on peer feedback specificity and intrapersonal factors(Elsevier Ltd, 2025-10) Ocampo, Jose Carlos; Panadero, Ernesto; Zamorano Sande, David; Sánchez Iglesias, IvánThis study investigated the effects of assessor gender (male vs. female), fictitious assessee gender (male vs. female), and assessment training (with vs. without) on peer feedback specificity (i.e. localisation and focus) and intrapersonal factors (i.e. trust in the self as an assessor and discomfort). This study involved 240 undergraduate psychology students (nMen=120, nWomen=120), with half receiving assessment training and the other half receiving the task instructions. Participants were divided into eight subgroups based on training condition and their self-reported gender to provide peer feedback to three writing samples (poor, average, excellent quality) by fictitious male or female peer assessees in Eduflow. A total of 3017 peer feedback segments were analysed, revealing that trained or untrained male and female assessors were comparable in most peer feedback specificity categories when assessing fictitious male or female assessees. Nonetheless, we also found that female assessors excelled in certain categories of peer feedback specificity, while male assessors also demonstrated competencies in other categories. Results also showed that assessors who received assessment training provided localised peer feedback in all the writing samples. Finally, gender and training did not affect participants’ trust in their abilities and (dis)comfort when providing peer feedback.