Düzenleme desteklerinin çevrim içi biçimlendirici akran değerlendirme etkinliklerine etkisi: Bir karma yöntem araştırması

The primary purpose of this research was to investigate the effect of the regulation scaffolds on online formative peer assessment (FPA) activities. To this end, first, it analyzed the effect of the regulation scaffolds on peer feedback provision, feedback uptake, and perceived contributions of the online FPA environment. Second, it described students' use of the regulation scaffolds and experiences in the FPA activities. The study was an embedded experimental mixed methods research conducted with 70 ninth-grade students from a high school for two writing tasks. The students were assigned to the two groups to use the online FPA environment with regulation scaffolds (WRS) and without regulation scaffolds. The results revealed that the group WRS gave a higher quality of peer feedback and more attention to the received peer feedback in the first task, whereas there was no significant difference between the groups in the second task. In addition, the regulation scaffolds did not contribute to the revision of the writings in both tasks. However, the students in the group WRS perceived greater contributions of the online FPA environment to the peer interaction and knowledge gains. Descriptive and qualitative findings regarding students' use of the scaffolds and experiences elucidated both contributions and problems of the scaffolds. Overall, this study delved into the whole online FPA process in depth to provide a comprehensive account of the role of FPA activities and scaffolds. The study also proposes design guidelines to enhance FPA practices and directions for future research based on empirical evidence.