共查询到20条相似文献，搜索用时 328 毫秒
1.
2.
Bart Huisman Nadira Saab Jan van Driel Paul van den Broek 《Assessment & Evaluation in Higher Education》2018,43(6):955-968
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. 相似文献
3.
Peer-feedback content is a core component of peer assessment, but the impact of various contents of feedback is hardly studied. Participants in the study were 89 graduate students who were assigned to four experimental and a control group. Experimental groups received a scenario with concise general (CGF) or elaborated specific (ESF) feedback by a high or low competent peer. ESF by a high competent peer was perceived as more adequate, but led to more negative affect. Students in CGF groups outperformed ESF groups during treatment. Groups with a low competent peer outperformed groups with a high competent peer during the posttest. Feedback perceptions and performance were uncorrelated. 相似文献
4.
Negative feedback confronts learners with errors or failure but holds great learning potential. However, learners might perceive it as self-threatening, and thus react maladaptively. Feedback theories recommend prompting internal feedback prior to external feedback. And self-compassion is found to support adaptive reactions to failure. Thus, this study examined in a 2 × 2 factorial design the effects of prompting internal feedback or self-compassion, or both, on feedback perception and post-feedback learning behavior. Participants (N = 210) completed a brief difficult reasoning test and received failure feedback. Perceived acceptance and fairness of the feedback were higher in the internal feedback and self-compassion conditions compared to the control condition with no prompts. The intervention effects were higher for participants with high perceived competence and low trait self-compassion. No significant effects on post-feedback learning behavior were observed. The results highlight the relevance of internal feedback processes for feedback perception. 相似文献
5.
Feedback can play a vital role in fostering teacher self-efficacy. Social comparisons and feedback valence (positive vs. negative feedback) are assumed to have a large impact on self-efficacy. Therefore, how pre-service teachers perceive social comparisons and feedback valence in peer feedback and the extent to which pre-service teachers (bachelor/master students) and teacher trainers incorporate comments that can have an impact on self-efficacy into their peer feedback merit investigation. Two studies were conducted. The first showed that peer feedback consisting of a social comparison and with positive feedback valence resulted in greater willingness to improve and positive affect. The second study revealed that teacher trainers’ feedback was more specific, whereas bachelor students’ feedback contained more social comparisons than did master students’ and teacher trainers’. Future research and practical implications are discussed. 相似文献
6.
Monique A. Dijks Leonie Brummer Danny Kostons 《Assessment & Evaluation in Higher Education》2018,43(8):1258-1271
Peer feedback often has positive effects on student learning processes and outcomes. However, students may not always be honest when giving and receiving peer feedback as they are likely to be biased due to peer relations, peer characteristics and personal preferences. To alleviate these biases, anonymous peer feedback was investigated in the current research. Research suggests that the expertise of the reviewer influences the perceived usefulness of the feedback. Therefore, this research investigated the relationship between expertise and the perceptions of peer feedback in a writing assignment of 41 students in higher education with a multilevel analysis. The results show that students perceive peer feedback as more adequate when knowing the reviewer perceives him/herself to have a high level of expertise. Furthermore, the results suggest that students who received feedback from a peer who perceives their expertise as closer to the reviewee’s own perceived expertise was more willing to improve his or her own assignment. 相似文献
7.
Bas T. Agricola Frans J. Prins Dominique M. A. Sluijsmans 《Assessment in Education: Principles, Policy & Practice》2020,27(1):6-25
ABSTRACTIn higher education, students often misunderstand teachers’ written feedback. This is worrisome, since written feedback is the main form of feedback in higher education. Organising feedback conversations, in which feedback request forms and verbal feedback are used, is a promising intervention to prevent misunderstanding of written feedback. In this study a 2 × 2 factorial experiment (N = 128) was conducted to examine the effects of a feedback request form (with vs. without) and feedback mode (written vs. verbal feedback). Results showed that verbal feedback had a significantly higher impact on students’ feedback perception than written feedback; it did not improve students’ self-efficacy, or motivation. Feedback request forms did not improve students’ perceptions, self-efficacy, or motivation. Based on these results, we can conclude that students have positive feedback perceptions when teachers communicate their feedback verbally and more research is needed to investigate the use of feedback request forms. 相似文献
8.
Marieke Thurlings Marjan Vermeulen Theo Bastiaens Sjef Stijnen 《Mentoring & Tutoring: Partnership in Learning》2013,21(4):473-490
Despite that benefits of feedback in student learning are reported in much research, little has been reported regarding the use of feedback from teachers to other teachers—a key tool in professional development. In this study, we triangulated data from videotaped peer coaching sessions, questionnaires, and interviews regarding 12 primary school teachers in four peer groups in the Netherlands. We focused our research on two issues: the interplay of observed feedback dimensions and elements and perceptions of that feedback. Feedback dimensions were generally effective and the influence of the elements on the dimensions mostly aligned with the expectations. Teachers generally perceived feedback as effective. Moreover, effective observed feedback was perceived as effective. Findings indicate that peer coaches should stimulate coached teachers to become goal directed, specific, detailed, and neutral (neither positive nor negative) by using feedback elements so as to optimize feedback processes. 相似文献
9.
Prior research on the complex process of revision based upon peer feedback has focused on characteristics of each piece of feedback in isolation. Multipeer feedback allows for feedback to be repeated (or not), which could be a signal of feedback quality or be especially persuasive to peers. Separately, little research has examined how well peers select more impactful and accurate peer feedback in their revisions, whether repeated or not. We analyzed almost 2,000 peer comments received by 107 students in a secondary writing course in the US to determine whether feedback quality and feedback frequency predicted feedback implementation. Controlling for other feedback features and context factors, students were much more likely to implement feedback as both feedback quality and feedback frequency increased, surprisingly with no interaction (i.e., even low-quality comments were more likely to be implemented when repeated). However, low-quality comments often partially overlapped with high-quality comments, providing a potential explanation for the lack of an interaction. Finally, consideration of feedback frequency and feedback quality provides new insights into which feedback features are actually related to implementation. The results generally allay concerns about the blind-leading-the-blind in peer feedback as well as pushing for peer feedback arrangements that produce more overlapping comments. 相似文献
10.
Students involved in peer assessment have interpersonal relationships, partly consisting of reciprocal perceptions. In the domain of argumentative writing, little is known about the way peer assessment is affected by the assessor’s perception of the assessee’s language skills. Dutch 10th grade students (N = 176, age = 15–16) provided feedback and grades on two texts, being under the illusion that the texts had been written by two classmates whom the assessors perceived as a peer with either stronger or weaker language skills than their own (within-subjects design). In reality, students assessed similar texts, created by the researchers. Assessors did not provide different feedback to the two types of assessees. Simultaneously, they provided higher grades to peers perceived to have stronger language skills than their own than to peers perceived to have weaker language skills than their own. Future research should capture assessors’ rationale behind the composition of feedback and grades. 相似文献
11.
Stan van Ginkel Judith Gulikers Harm Biemans Martin Mulder 《Assessment & Evaluation in Higher Education》2017,42(6):953-966
Previous research revealed significant differences in the effectiveness of various feedback sources for encouraging students’ oral presentation performance. While former studies emphasised the superiority of teacher feedback, it remains unclear whether the quality of feedback actually differs between commonly used sources in higher education. Therefore, this study examines feedback processes conducted directly after 95 undergraduate students’ presentations in the following conditions: teacher feedback, peer feedback and peer feedback guided by tutor. All processes were videotaped and analysed using a coding scheme that included seven feedback quality criteria deduced from the literature. Results demonstrate that teacher feedback corresponds to the highest extent with the majority of the seven identified feedback quality criteria. For four criteria, peer feedback guided by tutor scores higher than peer feedback. Skills courses should incorporate strategies focused on discussing perceptions of feedback and practising providing feedback to increase the effectiveness of peer feedback. 相似文献
12.
We investigate students’ negative perceptions about an online peer assessment system for undergraduate writing across the
disciplines. Specifically, we consider the nature of students’ resistance to peer assessment; what factors influence that
resistance; and how students’ perceptions impact their revision work. We do this work by first examining findings from an
end-of-course survey administered to 250 students in ten courses across six universities using an online peer assessment system
called SWoRD for their writing assignments. Those findings indicate that students have the most positive perceptions of SWoRD
in those courses where an instructor graded their work in addition to peers (as opposed to peer-only grading). We then move
to an in-depth examination of perceptions and revision work among 84 students using SWoRD and no instructor grading for assessment
of writing in one university class. Findings from that study indicate that students sometimes regard peer assessment as unfair
and often believe that peers are unqualified to review and assess students’ work. Furthermore, students’ perceptions about
the fairness of peer assessment drop significantly following students’ experience in doing peer assessment. Students’ fairness
perceptions—and drops in those perceptions—are most significantly associated with their perceptions about the extent to which
peers’ feedback is useful and positive. However, students’ perceptions appear to be unrelated to the extent of their revision
work. This research fills a considerable gap in the literature regarding the origin of students’ negative perceptions about
peer assessment, as well as how perceptions influence performance. 相似文献
13.
AbstractStudents’ dissatisfaction with peer assessment has been widely documented. While most relevant literature places focus on the cognitive (content and uptake of feedback) or structural (feedback design) dimensions, students’ emotions in peer assessment have received scant attention. This study investigates the social-affective impacts of peer assessment by analysing students’ appeal letters addressed to their tutors, reflective posts in the online discussion forum and responses to a survey. A thematic analysis of data indicated three main aspects of students’ (dis)satisfaction: content, scores and process of peer assessment. The most negative emotion that students expressed was related to ‘disrespectful’ behaviour and attitudes of peer reviewers, whereas the feeling of appreciation was triggered by the helpful feedback attributes which were perceived as reflecting reviewers’ respect to others’ works. Students generally held mixed feelings toward peer assessment, valuing learning in the process of providing and receiving feedback but showing resistance to using peer assessment for summative purposes. The findings highlight the significance of respect in peer assessment and argue that the perceived lack of mutual respect seems to underpin the nature of students’ dissatisfaction. This study carries implications for nurturing students’ respectful attitudes and behaviour in and through peer assessment. 相似文献
14.
反馈是写作教学中提高学生写作水平的一个不可缺少的环节。本文从会谈式反馈、同学互评式反馈、自我反馈、评语式反馈、课堂讲评式反馈等五个方面，探讨反馈在写作教学中的运用。 相似文献
15.
The impact of computer-based performance feedback on students’ affective-motivational state may be very different, depending on the positive or negative direction of the feedback message and its specific content. This experiment investigated whether more elaborated error messages improve students’ affective-motivational response to negative (i.e., corrective) feedback. We systematically varied the presence and complexity of corrective feedback messages (1 × 4 between-subjects design) and analyzed the effects of the provided feedback on students’ emotions, task-related perceived usefulness, and expectancy-value beliefs. University students (N = 439) worked on a low-stakes test with 12 constructed-response geometry tasks. They received either no feedback or different complexities of immediate corrective feedback after incorrect responses (i.e., Knowledge of Results [KR], Knowledge of Correct Response [KCR], or Elaborated Feedback [EF]), paired with immediate confirmatory KCR feedback after correct responses (i.e., confirming their response). Our data showed that students’ task-level performance moderated the emotional impact of feedback (i.e., beneficial effects after correct responses; detrimental effects after incorrect responses). Students’ performance further moderated several feedback effects on students’ expectancy-value beliefs. Regarding error message complexity, we found that students reported higher levels of positive emotions after receiving EF or KCR compared to KR, while only EF decreased students' level of negative emotions compared to KR and increased students' task-related perceived usefulness compared to all other groups. Overall, our results suggest that performance feedback is likely to improve students’ affective-motivational state when the feedback confirms a correct response. Moreover, when reporting an error, EF (or KCR messages) were more beneficial to affective-motivational outcomes than simple KR notifications. 相似文献
16.
Little is known on how students process peer feedback (PF) and use it to improve their work. We asked 59 participants to read the feedback of two peers on a fictional essay and to revise it, while we recorded their gaze behaviour. Regarding the PF processing subphase, discrepant PF led to more transitions, but only for participants who reported the discrepancy afterwards. Counterintuitively, participants who did not report the discrepancy, showed longer first-pass reading times. Concerning the PF use subphase, dwell time on essay correlated positively with the quality of the revised essays assessed by professors. Participants with a high-quality revision spent more time addressing higher order comments, corrected one or two lower order aspects at a time and proofread in the end, in which they went beyond the suggestions provided in the PF. These insights can be used when designing training to foster students’ uptake of (discrepant) PF. 相似文献
17.
Allyson Mutch Charlotte Young Tamzyn Davey Lisa Fitzgerald 《Assessment & Evaluation in Higher Education》2018,43(2):248-259
Meeting students’ expectations associated with the provision of feedback is a perennial challenge for tertiary education. Efforts to provide comprehensive, timely feedback within our own first year undergraduate public health courses have not always met students’ expectations. In response, we sought to develop peer feedback activities to support the development of ‘self-evaluative strategies’ that would acknowledge the centrality of students in the feedback process. We describe these activities, their staged development and the qualitative and quantitative data gathered from students and the teaching teams to evaluate this. Our first steps towards embedding peer feedback with first year students indicated they are willing to engage in the process and appreciated the opportunity to provide and receive feedback, but the quality and extent of the peer feedback was largely superficial. Students’ reflections on the feedback received were also shallow. Supporting students to develop self-evaluative skills cannot be achieved in the short term, but must be embedded in courses and consistently reinforced, with greater emphasis placed on the development of a dialogue around feedback that connects students with peers and educators. 相似文献
18.
Feedback techniques, including computer-assisted feedback, have had mixed results in improving student learning outcomes.
This project addresses the effect of type of feedback, simple or elaborate, for both short-term comprehension and long-term
outcomes. A sample of 75 graduate nursing students was given a total of ten examinations. Four examinations provided tutorials
in which the students received one of two types of feedback, simple or elaborate. Five examinations provided tutorials with
no feedback. A comprehensive final examination compared initial content and final scores. This study found no significant
differences between the types of feedback the students received. The mean scores were significantly higher on the four examinations
where the students received feedback than on the five examinations with no feedback on tutorials. The comparison between the
individual examinations and the similar content portion of the final examination indicated a significant drop in each of the
four examinations where feedback was given and a significant improvement in four of the five examinations where no feedback
was given. 相似文献
19.
Although the effects of peer feedback have been studied from a number of perspectives, much remains to be learned about what leads students to act (or not) on their peers’ feedback in revisions. The present study examined the relationship between peer feedback features, student perceptions as potential mediators (understanding versus agreement with the feedback), and the likelihood of students’ implementation of the feedback. Peer feedback, back-evaluation comments, and revisions from 185 US high school students were analyzed. Investigated feedback features included four cognitive features (identification, explanation, solution, suggestion), and two affective features (mitigating praise, hedges). Logistic regression analyses revealed that: (1) both understanding and agreement with feedback predicted implementation; (2) presence of solutions predicted understanding of feedback; (3) mitigating praise predicted agreement of the problem; and (4) explanation and hedges predicted implementation separately from perception effects. Theoretical and practical implications of the findings are discussed. 相似文献
20.
Ying Zhan 《Assessment & Evaluation in Higher Education》2019,44(7):973-986
Feedback has been increasingly conceptualised as a dialogical process where students interpret the provided information through interaction with comment providers and use it to enhance their learning. A major challenge for the development of sustainable feedback is closely related to how students think about it. This study explored how 25 Chinese university students made sense of instructor and peer feedback following their English group presentations. The findings reveal that most of the participants perceived more judging and encouraging functions of feedback than its improving functions, which reflected their conventional thinking about feedback. Variation also existed in the perceived functions of instructor and peer feedback. Imbalanced power relations, face, group harmony and instructors’ feedback practice as well as students’ past learning and assessment experiences appeared to inhibit the participants from viewing feedback in a sustainable way. This study sheds light on college students’ complex thinking about feedback in a non-Anglophone context which has been neglected in the feedback literature, and has implications for educators and researchers in facilitating sustainable feedback in the Chinese context and the non-Chinese contexts where Chinese students study. 相似文献