Student revision with peer and expert reviewing |
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| Authors: | Kwangsu Cho Charles MacArthur |
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| Institution: | 1. School of Information Science & Learning Technologies, University of Missouri, 221-O Townsend Hall, MO 65211, Columbia, USA;2. Department of Interaction Science, Sungkyunkwan University, 90324 International Hall, Jongno-gu, Seoul 110-745, Republic of Korea;3. School of Education, University of Delaware, 303E Willard Hall, DE 19716 Newark, Delaware, USA;1. Faculty of Education, University of Macau, Macau;2. Faculty of Education, The Chinese University of Hong Kong, Hong Kong;1. Department of Political Science, University of Maryland, Baltimore County, 1000 Hilltop Cir., 305 PUP, Baltimore, MD 21250, United States;2. North Carolina State University, Box 8105, Raleigh, NC 27695, United States |
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| Abstract: | In a previous study we found that students receiving feedback from multiple peers improve their writing quality more than students receiving feedback from a single expert. The present study attempted to explain that finding by analyzing the feedback types provided by experts and peers, how that feedback was related to revisions, and how revisions affected quality. Participants were 28 undergraduates who received feedback from a single expert (SE), a single peer (SP), or multiple peers (MP), thus forming three groups, respectively. The MP group received more feedback of all types. Non-directive feedback predicted complex repairs that the MP group made more than both other groups. Complex repairs were associated with improved quality. |
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