Grudges and gratitude: the social-affective impacts of peer assessment

Zhou, Jiming; Zheng, Yongyan; Tai, Joanna

doi:10.1080/02602938.2019.1643449

Cited by 66 publications

(30 citation statements)

References 33 publications

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“…While much research has found that student's perception of peer feedback is generally positive, (Patton, 2012) there are reports of student dissatisfaction with these tasks in the social-affective domain. Specifically, students reacted strongly to disrespectful feedback from peers, highlighting the importance of guiding students in appreciating what respectful, and constructive feedback is (Zhou, Zheng and Tai, 2019). Using the feedback literacy behaviours and attitudes survey as surrogate measure, we surmise the guidance provided to the students, in conjunction with the feedback rubric assessment, and feedback learning modules (Figure 1) facilitated an improvement in their ability to manage affect when providing and receiving feedback.…”

Section: Discussionmentioning

confidence: 95%

Peer feedback as a strategy to foster feedback literacy in first-year allied health students

Tripodi¹,

Vaughan²,

Wospil³

2021

MedEdPublish

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IntroductionDeveloping a student's capacity to provide and utilise feedback are transferable skills from classroom to employment. Feedback literacy encompasses a student's ability to recognise, understand and take action on feedback. The link between feedback literacy and peer feedback remains under investigated. The aims of this project were twofold: firstly, to evaluate first-year allied health students' behaviours and attitudes towards feedback; and secondly, to assess the capability of these students to provide peer feedback. MethodsParticipants were first-year osteopathy students enrolled at Victoria University, Melbourne in 2019. Feedback learning activities were embedded throughout the year. Firstly, participants were invited to complete a Likert questionnaire to assess their behaviours and attitudes towards feedback. The survey was administered at three time points throughout the year. Secondly, the quality of peer feedback provided by the students was assessed at two time points (semester one and two) using a quantitative rubric. ResultsA significant difference was identified in student behaviours and attitudes towards feedback over time (p<0.05). Peer feedback rubric scores significantly improved between semester one and two (p < 0.001). DiscussionFirst-year allied health student behaviours and attitudes towards feedback can develop throughout a study year. Participating in peer-feedback tasks, and the associated learning activities appeared to improve peer feedback quality. This may be due to experience with the task, the development of feedback literacy, and/or developing an appreciation of actionable feedback from peers. These findings highlight a potential link between feedback literacy and peer assessment and has implications for university curriculum design and workplace learning.

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Section: Discussionmentioning

confidence: 95%

Peer feedback as a strategy to foster feedback literacy in first-year allied health students

Tripodi¹,

Vaughan²,

Wospil³

2021

MedEdPublish

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“…Developing such relationships is important because the quality of teacher-student (and peer) relationships can influence intentions to engage with feedback (Telio, Ajjawi, and Regehr 2015). The practice of feedback should also demonstrate 'care' (Sutton 2012;Carless and Boud 2018), show respect (Zhou, Zheng, and Tai 2020) and empathy (Steen-Utheim and Wittek 2017). Screencast feedback (e.g.…”

Section: Recommended Feedback Practices or Inputs To The Modelmentioning

confidence: 99%

A dialogic technology-mediated model of feedback uptake and literacy

Wood

2021

Assessment & Evaluation in Higher Education

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“…Annis 1983). However, students new to PA might find it challenging and be particularly worried about a lack of respect shown by some assessors (Zhou, Zheng, and Tai 2020).…”

Section: Why Might Pa Work?mentioning

confidence: 99%

Digital peer assessment in school teacher education and development: a systematic review

Topping

2021

Research Papers in Education

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Peer assessment (PA) is generally effective, and especially important for school teachers, as the experience might lead teachers to use PA more skilfully with school students. Digital PA (using computers) becomes more important as universities switch to online learning. This systematic review of research literature on digital PA for preservice and in-service teachers encompasses: online/web-based, video, Massive Open Online Courses, digital frameworks to organize/structure PA, e-portfolios, Personal Digital Assistants (PDAs), Facebook, iPads and wikis. It contained 43 papers and all but one reported mainly positive effects. Potential moderator variables were considered, but studies rarely reported many of them. Few studies had control groups, only two reported Effect Sizes, and none reported implementation fidelity or follow-up. There was little evidence for carry-over of PA practices into later teaching of school children. However, the potential moderator variables provide a template for future reviews of PA and the design of PA by teachers.

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Grudges and gratitude: the social-affective impacts of peer assessment

Cited by 66 publications

References 33 publications

Peer feedback as a strategy to foster feedback literacy in first-year allied health students

Peer feedback as a strategy to foster feedback literacy in first-year allied health students

A dialogic technology-mediated model of feedback uptake and literacy

Digital peer assessment in school teacher education and development: a systematic review

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