Training peer-feedback skills on geometric construction tasks: role of domain knowledge and peer-feedback levels

Alqassab, Maryam; Strijbos, Jan-Willem; Ufer, Stefan

doi:10.1007/s10212-017-0342-0

Cited by 62 publications

(56 citation statements)

References 42 publications

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“…For example, with greater experience, peers tend to use scoring criteria to a greater extent (Sluijsmans et al 2004). Similarly, training peer assessment over time can improve the quality of feedback they provide, although the effects may be limited by the extent of a student's relevant domain knowledge (Alqassab et al 2018). Frequent peer assessment may also increase positive learner perceptions of peer assessment (e.g., Sluijsmans et al 2004).…”

Section: Frequencymentioning

confidence: 99%

The Impact of Peer Assessment on Academic Performance: A Meta-analysis of Control Group Studies

2019

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Peer assessment has been the subject of considerable research interest over the last three decades, with numerous educational researchers advocating for the integration of peer assessment into schools and instructional practice. Research synthesis in this area has, however, largely relied on narrative reviews to evaluate the efficacy of peer assessment. Here, we present a meta-analysis (54 studies, k = 141) of experimental and quasiexperimental studies that evaluated the effect of peer assessment on academic performance in primary, secondary, or tertiary students across subjects and domains. An overall small to medium effect of peer assessment on academic performance was found (g = 0.31, p < .001). The results suggest that peer assessment improves academic performance compared with no assessment (g = 0.31, p = .004) and teacher assessment (g = 0.28, p = .007), but was not significantly different in its effect from self-assessment (g = 0.23, p = .209). Additionally, meta-regressions examined the moderating effects of several feedback and educational characteristics (e.g., online vs offline, frequency, education level). Results suggested that the effectiveness of peer assessment was remarkably robust across a wide range of contexts. These findings provide support for peer assessment as a formative practice and suggest several implications for the implementation of peer assessment into the classroom.

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Section: Frequencymentioning

confidence: 99%

The Impact of Peer Assessment on Academic Performance: A Meta-analysis of Control Group Studies

2019

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“…Various training methods for giving (peer) feedback have been developed and studied. In general, these training methods include a variety of instructional scaffolds, such as learning new theory about feedback (Voerman et al 2015), studying worked examples of feedback (Alqassab et al 2018;Sluijsmans et al 2002), observing models which demonstrate how to give feedback (Van Steendam et al 2010), following a structured format for giving feedback (Gielen and De Wever 2015), defining assessment criteria (Sluijsmans et al 2002), following instructions to use received feedback actively (Gielen et al 2010;Wichmann et al 2018), and receiving expert feedback on feedback provided to others (Voerman et al 2015).…”

Section: Preparing Students For Giving Feedbackmentioning

confidence: 99%

“…Some studies have tested the combined effect of various instructional scaffolds in a holistic way. Several of these studies found positive effects of peer feedback training on students' feedback skills (Alqassab et al 2018;Sluijsmans et al 2002;Voerman et al 2015). For instance, Sluijsmans et al (2002) developed a training program in which undergraduate students defined assessment criteria, gave peer feedback, studied examples of expert feedback, and learned how to write a feedback report.…”

Section: Preparing Students For Giving Feedbackmentioning

confidence: 99%

Immediate and delayed effects of a modeling example on the application of principles of good feedback practice: a quasi-experimental study

et al. 2019

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The learning benefits of peer assessment and providing peer feedback have been widely reported. However, it is still not understood which learning activities most facilitate the acquisition of feedback skills. This study aimed to compare the effect of a modeling example, i.e., a model that demonstrated how to give feedback, on the acquisition of feedback skills. The participants were second-year bachelor students in pedagogical sciences (N = 111). They were assigned randomly to a practice condition, in which they practiced giving feedback on oral presentations, or a modeling example condition, in which a teacher demonstrated how to give feedback on a good and a bad presentation. Students then gave feedback to a presenter in a video (direct feedback measure). One week later, they gave each other peer feedback on oral presentations (delayed feedback measure). On the direct feedback measure, students in the modeling example condition used assessment criteria more often in their feedback, and produced significantly more overall feedback, and significantly more positive and negative judgments than students in the practice condition. There was no significant difference in the amount of elaboration and feed-forward between the two conditions. On the delayed feedback measure, there were no significant differences between the two experimental conditions. The results suggest that, at least in the short term, a modeling example can stimulate the use of assessment criteria and judgments in feedback. The results and implications for future research and practice are discussed.

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“…The students' domain knowledge influences the reliability and the style of feedback given (Alqassab, Strijbos & Ufer, 2018;Van Zundert et al, 2012). Hence, the students' strength of mathematical knowledge influences the quality and the reliability of the feedback given.…”

Section: Discussionmentioning

confidence: 99%

The Use of Peer Assessment to Improve Students’ Learning of Geometry

Omar¹,

Shahrill²,

Sajali³

2018

Eur. j. soc. sci. educ. res.

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Training peer-feedback skills on geometric construction tasks: role of domain knowledge and peer-feedback levels

Abstract: Training peer-feedback skills on geometric construction tasks: role of domain knowledge and peer-feedback levels.

Cited by 62 publications

References 42 publications

The Impact of Peer Assessment on Academic Performance: A Meta-analysis of Control Group Studies

The Impact of Peer Assessment on Academic Performance: A Meta-analysis of Control Group Studies

Immediate and delayed effects of a modeling example on the application of principles of good feedback practice: a quasi-experimental study

The Use of Peer Assessment to Improve Students’ Learning of Geometry

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