Peer feedback in an undergraduate programme: using action research to overcome students' reluctance to criticise

McMahon, Tim

doi:10.1080/09650791003741814

Cited by 26 publications

(28 citation statements)

References 24 publications

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“…Peer feedback is seen by students as challenging and hard work but they report becoming more critical and confident as a result of providing it (Falchikov, 1995). However, one possible drawback of this design is that it has the potential for disconnect between feedback (from peers) and grades (from academics) (Falchikov, 1995;McMahon, 2010). This may have been reflected in the comment on the course evaluation that one student gave -"Students gave good written feedback, but tutor still mark [sic] down the grade.…”

Section: Discussionmentioning

confidence: 99%

Peer feedback enhances a ‘journal club’ for undergraduate science students that develops oral communication and critical evaluation skills

Colthorpe

Xue-bin

Zimbardi

2014

JLD

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Section: Discussionmentioning

confidence: 99%

Peer feedback enhances a ‘journal club’ for undergraduate science students that develops oral communication and critical evaluation skills

Colthorpe

Xue-bin

Zimbardi

2014

JLD

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“…expressive comments provide praise, criticism and opinions. The framework, therefore, contains both knowledge and affective dimensions, both of which are known to impact on how feedback is received and therefore the outcomes of the peer review process (Cho, Schunn, and Charney 2006;McMahon 2010;.…”

Section: The Structure Of Feedback Analysismentioning

confidence: 99%

“…For example, they may feel that they do not have the required skills as a reviewer , nor the inclination to carry out this task (McMahon 2010). In addition, there are questions around the legitimacy of feedback with students having an internalised hierarchy of roles and values, with teacher feedback being seen as more important than their own (McMahon 2010).…”

Section: Introductionmentioning

confidence: 98%

Student peer review: enhancing formative feedback with a rebuttal

Harland

Wald

Randhawa

2016

Assessment & Evaluation in Higher Education

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a Higher education development centre, university of otago, dunedin, new Zealand; b ecology degree Programme, university of otago, dunedin, new Zealand ABSTRACT This study examines the use of peer review in an undergraduate ecology programme, in which students write a research proposal as a grant application, prior to carrying out the research project. Using a theoretical feedback model, we compared teacher and student peer reviews in a double blind exercise, and show how students responded to feedback given by each group. In addition, students wrote a rebuttal for every feedback point before re-drafting and submission. Despite students claiming they could tell if the reviewer was a teacher or student, this was not always the case, and both student and teacher feedback was accepted on merit. Analysis of feedback types and rebuttal actions showed similar patterns between students and teachers. Where teachers differed slightly was in the use of questions and giving direction. Interviews with students showed the rebuttal was a novel experience, because it required a consideration of each comment and justification as to why it was accepted, partially accepted or rejected. Being a reviewer helped students to learn about their own work, and it changed the way they understood the scientific literature. In addition, some students transferred their new peer review skills to help others outside of the ecology programme.

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“…O'Donovan, Price, and Rust (2004) advocated a carefully considered combination of transfer methods along a spectrum of explicit/tacit options in preference to an explicit telling approach. Others have focused on the timing of interventions, with comprehensive induction into purpose, procedure, and criteria (McMahon, 2010). Of critical importance in the development of self-regulatory skills is a clear understanding and working knowledge of task compliance and quality (Sadler, 2010).…”

Section: Core Themesmentioning

confidence: 99%

Making Sense of Assessment Feedback in Higher Education

Evans

2013

Review of Educational Research

829

574

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This article presents a thematic analysis of the research evidence on assessment feedback in higher education (HE) Keywords: assessment, feedback, higher education, feedback gap, feedback landscape.A focus on assessment feedback from a higher education (HE) perspective is pertinent given those debates on enhancing student access, retention, completion, and satisfaction within college and university contexts (Eckel & King, 2004). This article will provide a timely and thorough critique of the latest developments within the assessment feedback field. The focus of the review is on the feedback that students receive within their coursework from multiple sources. In the introduction, feedback is defined and the HE context articulated. This is followed by an analysis of 460 articles on assessment feedback in HE produced in the past 12 years. Key themes and dominant discourses are explored, including an examination of the feedback gap. Relevant theoretical perspectives are drawn upon and extended to conceptualize the feedback landscape in order to provide a valuable framework for considering the issues and processes implicit in implementing effective assessment feedback designs within HE contexts and to facilitate future research agendas in assessment feedback in HE.

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Peer feedback in an undergraduate programme: using action research to overcome students' reluctance to criticise

Cited by 26 publications

References 24 publications

Peer feedback enhances a ‘journal club’ for undergraduate science students that develops oral communication and critical evaluation skills

Peer feedback enhances a ‘journal club’ for undergraduate science students that develops oral communication and critical evaluation skills

Student peer review: enhancing formative feedback with a rebuttal

Making Sense of Assessment Feedback in Higher Education

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