Peer feedback content and sender's competence level in academic writing revision tasks: Are they critical for feedback perceptions and efficiency? |
| |
| Authors: | Jan-Willem Strijbos Susanne Narciss Katrin Dünnebier |
| |
| Institution: | 1. Centre for the Study of Learning and Instruction, Institute of Education and Child Studies, Faculty of Social and Behavioral Sciences, Leiden University, P.O. Box 9555, 2300 RB Leiden, the Netherlands;2. Centre for Psychology of Learning and Instruction, Department of Psychology, Technical University Dresden, Zellescher Weg 17, D-01069 Dresden, Germany;3. Centre for Educational Research and Teacher Education, Faculty of Educational and Social Sciences, University of Wuppertal, Gaußstrasse 20, D-42097 Wuppertal, Germany;1. Technische Universität Dresden, Fachrichtung Psychologie, Psychologie des Lehrens und Lernens, 01062 Dresden, Germany;2. Deutsche Forschungszentrum für Künstliche Intelligenz GmbH, Campus D3.2, 66123 Saarbrücken, Germany;3. Universität Duisburg-Essen, Fachgebiet Psychologische Forschungsmethoden, Abteilung für Informatik und Angewandte Kognitionswissenschaft, Lotharstraße 65, 47057 Duisburg, Germany;4. Leuphana Universität Lüneburg, Kompetenzzentrum Hochschuldidaktik Mathematik, Fakultät Bildung, Scharnhorststraße 1, 21335 Lüneburg, Germany;1. Department of Psychology, LMU Munich, Germany;2. Faculty of Behavioural and Social Sciences, University of Groningen, the Netherlands;3. Mathematics Institute, LMU Munich, Germany;1. Department of Information and Learning Technology, National University of Tainan, No. 33, Sec. 2, Shulin St., Tainan City 70005, Taiwan;2. Graduate Institute of Digital Learning and Education, National Taiwan University of Science and Technology, 43, Sec.4, Keelung Rd., Taipei, 106, Taiwan |
| |
| Abstract: | 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. |
| |
| Keywords: | |
| 本文献已被 ScienceDirect 等数据库收录！ |
|
