Peer feedback content and sender’s competence level in academic writing revision tasks: Are they critical for feedback perceptions and efficiency?

Strijbos, Jan-Willem; Narciss, Susanne und Dünnebier, Katrin (2010): Peer feedback content and sender’s competence level in academic writing revision tasks: Are they critical for feedback perceptions and efficiency? In: Learning and Instruction, Bd. 20: S. 291-303

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.

• Dokumententyp: Zeitschriftenartikel
• Keywords: Peer feedback; Peer assessment; Feedback content; Feedback perceptions; Text revision
• Fakultät: Psychologie und Pädagogik > Department Psychologie > Empirische Pädagogik und Pädagogische Psychologie
• Themengebiete: 100 Philosophie und Psychologie > 150 Psychologie ; 300 Sozialwissenschaften > 370 Bildung und Erziehung
• Sprache: Englisch