Relationship between peer feedback, cognitive and metacognitive strategies and achievement in networked peer assessment

Introduction Recently, networked peer assessment has emerged as a means to achieve social knowledge construction (Liu, Lin, Chiu & Yuan, 2001). Topping (1998) claimed that under an imitated social circumstance, the students evaluating other students’ assignments enhanced cognitive thinking among the students. In the social sciences, many studies focused on the effectiveness of feedback (Butler & Winne, 1995). However, in the areas of computer science-related courses and networked peer assessment, only a few studies have explored the relationship between the types of peer feedback and cognitive and metacognitive strategies (Lin, Liu & Yuan, 2001), and the relationship between the levels of these strategies and students’ achievement in networked peer assessment.