Peer versus expert feedback: An investigation of the quality of peer feedback among secondary school students

Hovardas, Tasos; Tsivitanidou, Olia; Zacharia, Zacharias C.

doi:10.1016/j.compedu.2013.09.019

Cited by 133 publications

(100 citation statements)

References 54 publications

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“…This is in line with the suggestions of Hovardas et al (2014), that guidance is needed during the whole dynamic process of peer assessment. Teacher control might prevent pupils to give higher grades to their friends, and might give even more feelings of comfort, since pupils often rely on the 'grading experience' of their teachers (Strijbos, Narciss, & Dünnebier, 2010;Yang, Badger, & Yu, 2006).…”

Section: Discussionsupporting

confidence: 59%

“…Research about peer assessment is still in a stage of adolescence (Kollar & Fischer, 2010) and there is a growing interest in the impact of interpersonal variables on the outcome of peer assessment practices (Hovardas, Tsivitanidou, & Zacharia, 2014;Panadero, Romero, & Strijbos, 2013). While researchers suggest that anonymity might offer a solution for the possible negative impact of these interpersonal variables (Ainsworth et al, 2011), the use of anonymity in combination with assessment is still an understudied issue (Panadero et al, What if pupils can assess their peers anonymously?…”

Section: Introductionmentioning

confidence: 99%

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What if pupils can assess their peers anonymously? A quasi-experimental study

Vanderhoven

Raes

Montrieux

et al. 2015

Computers & Education

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Peer assessment has proven to be a promising assessment form, but there is only limited research about how to decrease the undesirable social effects that are inherent to the process, such as peer pressure and fear of disapproval. In previous research, anonymity has proven to be an important factor in peer assessment in higher education. In the current research, peer assessment was studied in secondary education and classroom response technology (CRT) was introduced as a tool that enables anonymity within face-to-face settings. A quasi-experimental study was set up in four classes to compare traditional nonanonymous peer assessment (raising score cards) with anonymous peer assessment (giving scores using CRT). It was questioned whether students felt more positive towards anonymous peer assessment, and reported to feel less negative social effects. Subsequently, the hypothesis that anonymous peer assessment would be a more valid methodology is verified. Finally, teachers' experiences with both peer assessment interventions were studied. Although some concerns were raised about the validity of anonymous peer assessment, it has been found that pupils felt more positive towards peer assessment and experienced less peer pressure and fear of disapproval when scores were given anonymously using CRT. Teachers reported that using CRT was an objective way of assessing but raised some concerns with regard to the control of the teacher, and the classroom characteristics. In this regard, implications for future research are discussed.

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Section: Discussionsupporting

confidence: 59%

Section: Introductionmentioning

confidence: 99%

What if pupils can assess their peers anonymously? A quasi-experimental study

Vanderhoven

Raes

Montrieux

et al. 2015

Computers & Education

View full text Add to dashboard Cite

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“…And, it is effective on improvement in the quality as well as the quantity of peer discussions (Ludvigsen et al, 2015). Having peer assesses communicate with their peer need in order to produce high quality feedback (Hovardas, Tsivitanidou, & Zacharia, 2014). Feedback is influence on students" performance (Shute, 2008).…”

Section: Resultsmentioning

confidence: 99%

Learner Centered Classroom in Science Instruction: Providing Feedback with Technology Integration

Özkan

2017

International Journal of Research in Education and Science

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Article HistoryReceived: 14 November 2016 "Learner centered" term points out environments that attention to the learners brings to the educational setting. This term includes teaching practices: effort to uncover what learners think in a specific problem on hand, talking about their misconceptions and, giving them situations to readjust their ideas. In Learner centered classrooms, teachers assess different student for feedback and revision. The two major, summative and formative, assessment reveal individual students" progress continually. Teachers, in many classrooms, provide feedbacks to students are relatively rare. Feedback is most effective in learning when students have the opportunity to use it to readjust their thinking. Technology integration, a part of learner centered classroom, is support to providing feedback in effective way. This paper explores the design of learner centered classroom in relation to the interactive technology integration which is based on using mobile technology to provide effective feedback in learning environment. Higher education students used mobile interactive technology with teacher, one term, in misconception in science course. Qualitative research design was used in this research. Focus group interview method was used to get data collecting. The study findings show that mobile technology supports feedback effectively and promote student engagement in the classroom.

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“…Cho & MacArthur, 2010). For this reason, it is crucial to further explore alternative instructional interventions, which further specify the role of the assessor and assessee in the PFB process, to shed more light on what kind of support could be necessary to safeguard high quality PFB (Hovardas, Tsivitanidou, & Zacharia, 2014).…”

Section: Scripting the Role Of Both Assessee And Assessormentioning

confidence: 99%

“…Related to this, previous research underlines the importance of structure and support in order to safeguard effective feedback (Poverjuc, Brook, & Wray, 2012). For this reason, researchers and instructors should investigate what type of support for the assessor and assessee is fundamental to foster high quality feedback (Hovardas, et al, 2014).…”

Section: Scripting the Peer Feedback Process In Function Of Students'mentioning

confidence: 99%

Scripting the role of assessor and assessee in peer assessment in a wiki environment: Impact on peer feedback quality and product improvement

Gielen

Wever

2015

Computers & Education

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This study investigates how an instructional intervention focused on engaging both the assessor and assessee in the peer feedback process can be advantageous for the quality of students' peer feedback and written product in a wiki-based computer-supported collaborative learning environment in the first year of higher education. The main aim was to examine the effect of structuring the role of the assessee and/or assessor by respectively providing them with a peer feedback request and/or content checklist, together with a structured peer feedback template. The present study adopted a 2x2 design, in which four conditions were compared: (1) a control condition, (2) a feedback request condition, (3) a content checklist condition, and (4) a combination (feedback request + content checklist) condition. Every student (N=125) belonged to a group (n=27) of five and had to fulfil three consecutive assignments, each consisting of writing an abstract for a scientific paper in the wiki. The results revealed that the quality of both peer feedback and the final product increased for all conditions over time, but no significant differences were found between the conditions at time 2 and time 3. However, when the role of the assessee is structured to request for particular peer feedback, this appeared to be favourable for the peer feedback scores, but only at the initial stage of performance. Building on this, limitations, practical implications, and directions for future research are presented.

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Peer versus expert feedback: An investigation of the quality of peer feedback among secondary school students

Cited by 133 publications

References 54 publications

What if pupils can assess their peers anonymously? A quasi-experimental study

What if pupils can assess their peers anonymously? A quasi-experimental study

Learner Centered Classroom in Science Instruction: Providing Feedback with Technology Integration

Scripting the role of assessor and assessee in peer assessment in a wiki environment: Impact on peer feedback quality and product improvement

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