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Improving the effectiveness of peer feedback for learning
ARTICLE

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Learning and Instruction Volume 20, Number 4 ISSN 0959-4752 Publisher: Elsevier Ltd

Abstract

The present study examined the effectiveness of (a) peer feedback for learning, more specifically of certain characteristics of the content and style of the provided feedback, and (b) a particular instructional intervention to support the use of the feedback. A quasi-experimental repeated measures design was adopted. Writing assignments of 43 students of Grade 7 in secondary education showed that receiving ‘justified’ comments in feedback improves performance, but this effect diminishes for students with better pretest performance. Justification was superior to the accuracy of comments. The instructional intervention of asking assessees to reflect upon feedback after peer assessment did not increase learning gains significantly.

Citation

Gielen, S., Peeters, E., Dochy, F., Onghena, P. & Struyven, K. Improving the effectiveness of peer feedback for learning. Learning and Instruction, 20(4), 304-315. Elsevier Ltd. Retrieved December 16, 2019 from .

This record was imported from Learning and Instruction on January 29, 2019. Learning and Instruction is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.learninstruc.2009.08.007

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