Two peers are better than one

Reily, Ken; Finnerty, Pam Ludford; Terveen, Loren

doi:10.1145/1531674.1531692

Cited by 66 publications

(5 citation statements)

References 28 publications

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“…Peer feedback is scalable and also offers learning benefits. For example, it supports skill assessment and learning through exposure to different solution strategies [14,18,28,31] and can lead to improved solution quality [9,29]. Given its benefits, educators have applied peer feedback in a variety of classroom settings, from small studio courses to large online courses [23].…”

Section: Classroom Peer Feedbackmentioning

confidence: 99%

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From in the Class or in the Wild?

Wauck

Yen

et al. 2017

Proceedings of the 2017 CHI Conference on Human Factors in Computing Systems

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As demand for design education increases, instructors are struggling to provide timely, personalized feedback for student projects. Gathering feedback from classroom peers and external crowds offer scalable approaches, but there is little evidence of how they compare. We report on a study in which students (n=127) created early-and late-stage prototypes as part of nine-week projects. At each stage, students received feedback from peers and external crowds: their own social networks, online communities, and a task market. We measured the quality, quantity and valence of the feedback and the actions taken on it, and categorized its content using a taxonomy of critique discourse. The study found that peers produced feedback that was of higher perceived quality, acted upon more, and longer compared to the crowds. However, crowd feedback was found to be a viable supplement to peer feedback and students preferred it for projects targeting specialized audiences. Feedback from all sources spanned only a subset of the critique categories. Instructors may fill this gap by further scaffolding feedback generation. The study contributes insights for how to best utilize different feedback sources in project-based courses.

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Section: Classroom Peer Feedbackmentioning

confidence: 99%

“…The first engages classroom peers in feedback exchange [19]. Peer feedback has learning benefits for the recipient and the provider [8,28], and there is a shared context to ground the exchange [6]. However, peer feedback can be narrow since students are learning the same course material and typically share similar demographics [11].…”

Section: Introductionmentioning

confidence: 99%

From in the Class or in the Wild?

Wauck

Yen

et al. 2017

Proceedings of the 2017 CHI Conference on Human Factors in Computing Systems

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“…Despite these concerns, there is a strong correlation between student and teacher assessments, even when the perception of a group of students is negative [45]. To address this problem, Reily et al [46] suggested adding multiple rounds of assessment. Their study highlighted the important role of both the quantity and quality of written feedback in the effectiveness of peer reviews.…”

Section: Student Perceptions Of Peer Assessmentmentioning

confidence: 99%

University Students’ Perceptions of Peer Assessment in Oral Presentations

Gudiño,

Fernández-Sánchez,

Becerra-Traver

et al. 2024

Education Sciences

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Peer assessment has been shown to be useful in a variety of educational contexts, but there is a scarcity of research on how prior experience affects university students’ perceptions of this form of assessment. This study evaluates whether experience with peer assessment of oral presentations influences the perceptions and self-efficacy of university students as assessors. In the study, 58 university students completed a comprehensive questionnaire before and after assessing the oral presentations of their peers. The results indicate that prior to the assessment the students reported having limited experience, but they considered this practice beneficial to their learning. Afterwards, they showed a higher degree of agreement regarding their confidence in the ability of their peers to assess both superficial aspects and the content of the presentations. In addition, the experience helped them to feel that their ability to assess their peers was not inferior to that of their classmates. It may therefore be concluded that practice and training in peer assessment improve the students’ perception of this form of assessment, although a single session is insufficient. Consistent and extended training is crucial to achieve a substantial impact.

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“…Numerous advantages both cognitive and noncognitive of peer reviewing have been identified in the research literature (Li et al, 2020). For example, it can increase students’ performance (see for review, Li et al, 2020), it can help students improve the work they submit for assessment (Reily et al, 2009), and it helps improve students’ writing process (Baker, 2016; Huisman et al, 2019), it allows students to obtain a more diverse feedback compared to the feedback that is coming solely from the instructor, and peer review also supports the development of various skills such as those of evaluation, diagnosis, summary, and professional communication (Falchikov, 2007). Reinholz (2016), for example, presents a model for learning through peer assessment consisting of six key components: task engagement, peer analysis, feedback provision, feedback reception, peer conferencing, and revision.…”

Section: Peer Reviewing As a Reflective Practice In Higher Educationmentioning

confidence: 99%

Reflection on peer reviewing as a pedagogical tool in higher education

Väyrynen

Lutovac

Kaasila

2022

Active Learning in Higher Education

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Previous research has emphasized both the importance of giving and receiving peer feedback for the purpose of active learning, as well as of university students’ engagement in reflection to improve learning outcomes. However, requiring students to explicitly reflect on peer reviewing is an understudied learning activity in higher education that may contribute to the utilization of peer-feedback and promote further learning. In this study, we suggest reflection on peer reviewing as one approach to providing a platform for students to engage in reflective practices and for stimulating active learning in higher education, and to make that learning visible to the educator. We examine 26 undergraduate students’ reflections on peer-review to identify categories of reflection and what students have learnt from the peer reviewing process. Our findings reveal six different categories of reflection suggesting students’ active engagement in learning and pointing to the ways educators can direct and instruct students how to reflect. We discuss how these findings can inform university lecturers in the use of reflection upon peer reviewing as a pedagogical tool in higher education.

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Two peers are better than one

Cited by 66 publications

References 28 publications

From in the Class or in the Wild?

From in the Class or in the Wild?

University Students’ Perceptions of Peer Assessment in Oral Presentations

Reflection on peer reviewing as a pedagogical tool in higher education

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