Abstract
This article analyses a practice of formative peer-assessment based on an experience in university teaching innovation. From a review of the literature on feedback for self-regulation, the traits of formative assessment practices are determined and a task and the assessment criteria are designed in a consistent way with these traits. After the application of the experience, the results are discussed in terms of students’ involvement; activity performance of said experience and of the whole subject; motivation and self-perception of learning and of the competency-based development of the students. The results show positive effects on the involvement, motivation and learning perception but not on performance improvement, suggesting that future research should address the effects of self-regulating feedback on the estimated learning from objective measurements and should expand the studies of the effects of these practices on the immediate and future self-regulating capacity.
Highlights
Feedback, a key component of formative assessment Providing feedback is one of the most powerful educational strategies that is connected with student success (Boud, 2000; Nicol, Thomson, & Breslin, 2014)
The results show positive effects on the involvement, motivation and learning perception but not on performance improvement, suggesting that future research should address the effects of self-regulating feedback on the estimated learning from objective measurements and should expand the studies of the effects of these practices on the immediate and future self-regulating capacity
In the last issue, perhaps due to time constraints and other factors related to the end of the semester period, students’ participation in peer feedback has decreased significantly (67.7 %)
Summary
A key component of formative assessment Providing feedback is one of the most powerful educational strategies that is connected with student success (Boud, 2000; Nicol, Thomson, & Breslin, 2014). Students who participate in collaborative learning processes co-build their knowledge from interactions related to the exchange of ideas and opinions, to the sharing of relevant information and/or to providing this feedback between peers (Strijbos, Narciss, & Dunnebier, 2010; Ware & O’ Dowd, 2008). This type of learning develops the communicative competencies of students and the social consciousness to engage in the discourse of knowledge building, to negotiate the meanings of ideas and to generate criteria for the assessment and resolution of different situations (Scardamalia, 2002; Stahl, Koshmann, & Suthers, 2006). Peer-feedback or peer review is a form of formative
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: International Journal of Educational Technology in Higher Education
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
