Making judgements: investigating the process of composing and receiving peer feedback

McConlogue, Teresa

doi:10.1080/03075079.2013.868878

Cited by 92 publications

(65 citation statements)

References 26 publications

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“…This may restrict the potential for development of skills that will impact on the 'other half' of the peer review process -changing content in response to feedback (McConlogue 2014). While the first three categories assessed here tend to relate to analytical skills, this research also sought to test communication skills associated with peer review, including whether feedback is constructive and balanced, justified with examples to enhance transparency and likely to result in improvement of the final product against assessment criteria -key peer review learning outcomes identified by Pearce, Mulder, and Baik (2009).…”

Section: Quality Of Peer Review Feedback Commentsmentioning

confidence: 97%

Assessing postgraduate student perceptions and measures of learning in a peer review feedback process

Simpson

Clifton

2015

Assessment & Evaluation in Higher Education

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Peer review feedback, developed to assist students with increasing the quality of group reports and developing peer review skills, was added to a master's level Climate Change Policy and Planning unit. A pre-and post-survey was conducted to determine whether students found the process a valuable learning opportunity: 87% of students responding to the post-review survey indicated they saw benefit in both developing and receiving peer review feedback. Peer review design minimising the potential for plagiarism resulted in low levels of student concern surrounding plagiarism. Marks allocated by students were valid (consistent with the lecturer) and were generally reliable; however, distribution of marks had a higher variance where group report quality was low. Training on completing the peer review template could result in more reliable feedback. Consistent with the literature, the feedback developed during the peer review process focused on style and presentation preferentially to content. Seven out of eight group reports improved between report submissions, with all groups responding to peer review feedback. Peer review feedback and changes made to group reports indicated students had limited capacity to judge the quality of referencing and critical analysis.

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Section: Quality Of Peer Review Feedback Commentsmentioning

confidence: 97%

Assessing postgraduate student perceptions and measures of learning in a peer review feedback process

Simpson

Clifton

2015

Assessment & Evaluation in Higher Education

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“…With respect to the learning mechanisms involved in the peer feedback process, some prior studies have differentiated between providing and receiving peer feedback on academic writing (e.g. Cho and MacArthur 2011;Greenberg 2015;McConlogue 2015;Nicol, Thomson, and Breslin 2014). To our knowledge, however, a direct (quasi-)experimental comparison of the impact that providing versus receiving peer feedback has on students' learning gains is lacking.…”

Section: Introductionmentioning

confidence: 99%

Peer feedback on academic writing: undergraduate students’ peer feedback role, peer feedback perceptions and essay performance

Huisman

Saab

Driel

et al. 2018

Assessment & Evaluation in Higher Education

226

111

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van Driel b and Paul van den Broek c a leiden university graduate school of teaching (iclon), leiden, the netherlands; b melbourne graduate school of teaching, the university of melbourne, melbourne, Australia; c department of educational science, leiden university, leiden, the netherlands ABSTRACT Within the higher education context, peer feedback is frequently applied as an instructional method. Research on the learning mechanisms involved in the peer feedback process has covered aspects of both providing and receiving feedback. However, a direct comparison of the impact that providing and receiving peer feedback has on students' writing performance is still lacking. The current study compared the writing performance of undergraduate students (N = 83) who either provided or received anonymous written peer feedback in the context of an authentic academic writing task. In addition, we investigated whether students' peer feedback perceptions were related to the nature of the peer feedback they received and to writing performance. Results showed that both providing and receiving feedback led to similar improvements of writing performance. The presence of explanatory comments positively related both to how adequate students perceived the peer feedback to be, as well as to students' willingness to improve based upon it. However, no direct relation was found between these peer feedback perceptions and students' writing performance increase. The reader as evaluator imposes additional goals or criteria on the text… In a sense then, the process of evaluation simply turns up the power on the reading process: It enlarges the set of constraints that the mental representation one is building must meet and turns reading into testing. (Flower et al. 1986, 23)

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“…Finally, reflection is reinforced because, when articulating an evaluation judgment, the feedback provider must offer a coherent explanation. Although peer feedback is also mediated by students' perceptions of the critique they have received [17,23], typically students perceive the benefits of providing feedback rather than receiving it [17,24,25]. Generally, in mediating peer feedback, students who provide and receive feedback are more motivated when seeing themselves totally involved in the activities undertaken in class [21].…”

Section: Introductionmentioning

confidence: 99%

Supportive Peer Feedback in Tertiary Education: Analysis of Pre-Service Teachers’ Perceptions

et al. 2019

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To acquire knowledge about student-mediated peer-to-peer collaborative activities, pre-service teachers’ perceptions of peer feedback are analyzed and categorized as receiver, provider, or cognitive feedback. A questionnaire of 15 survey questions concerning supportive feedback from peers was designed and validated using assessments from more than 200 pre-service teachers. The questionnaire was aligned with the activities promoting supportive feedback between pre-service teachers from three bachelor’s degrees at a tertiary education institution. Their perceptions were then quantified in terms of the peer feedback categories. While there were significant correlations between the scores for all 15 questions, real insights were produced when the highest correlations were analyzed. As such, being involved as both feedback providers and receivers was highly rated. The self-efficacy of pre-service teachers receiving feedback, (i.e., the extent to which peer instructional strategies and the selected learning tasks were cognitively challenging so as to improve receiver feedback), proved to be correlated with their perceptions of involvement, autonomy, and structure. Likewise, motivation for providing or receiving feedback was also closely correlated with the self-efficacy of pre-service teachers providing feedback. Finally, all three questions in the cognitive feedback category were highly correlated. The pre-service teachers were, thus, motivated to improve their learning and considered feedback as a useful task and as a way to strengthen their relationships with their peers.

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Making judgements: investigating the process of composing and receiving peer feedback

Cited by 92 publications

References 26 publications

Assessing postgraduate student perceptions and measures of learning in a peer review feedback process

Assessing postgraduate student perceptions and measures of learning in a peer review feedback process

Peer feedback on academic writing: undergraduate students’ peer feedback role, peer feedback perceptions and essay performance

Supportive Peer Feedback in Tertiary Education: Analysis of Pre-Service Teachers’ Perceptions

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