Quality Of Peer Feedback Research Articles

Anonymity as an instructional scaffold in peer assessment: its effects on peer feedback quality and evolution in students’ perceptions about peer assessment skills

Although previous research has indicated that providing anonymity is an effective way to create a safe peer assessment setting, continuously ensuring anonymity prevents students from experiencing genuine two-way interactive feedback dialogues. The present study investigated how installing a transitional approach from an anonymous to a non-anonymous peer assessment setting can overcome this problem. A total of 46 bachelor’s degree students in Educational Studies participated in multiple peer assessment cycles in which groups of students assessed each other’s work. Both students’ evolution in peer feedback quality as well as their perceptions were measured. The content analysis of the peer feedback messages revealed that the quality of peer feedback increased in the anonymous phase, and that over time, the feedback in the consecutive non-anonymous sessions was of similar quality. The results also indicate that the transitional approach does not hinder the perceived growth in peer feedback skills, nor does it have a negative impact on their general conceptions towards peer assessment. Furthermore, students clearly differentiated between their attributed importance of anonymity and their view on the usefulness of a transitional approach. The findings suggest that anonymity can be a valuable scaffold to ease students’ importance level towards anonymity and their associated need for practice.

Peer feedback on college students’ writing: exploring the relation between students’ ability match, feedback quality and essay performance

ABSTRACTThere does not appear to be consensus on how to optimally match students during the peer feedback process: with same-ability peers (homogeneously) or different-ability peers (heterogeneously). In fact, there appears to be no empirical evidence that either homogeneous or heterogeneous student matching has any direct effect on writing performance. The current study addressed this issue in the context of an academic writing task. Adopting a quasi-experimental design, 94 undergraduate students were matched in 47 homogeneous or heterogeneous reciprocal dyads, and provided anonymous, formative peer feedback on each other’s draft essays. The relations between students’ individual ability or dyad composition, feedback quality and writing performance were investigated. Neither individual ability nor dyad composition directly related to writing performance. Also, feedback quality did not depend on students’ individual ability or dyad composition, although trends in the data suggest that high-ability reviewers provided more content-related feedback. Finally, peer feedback quality was not related to writing performance, and authors of varying ability levels benefited to a similar extent from peer feedback on different aspects of the text. The results are discussed in relation to their implications for the instructional design of academic writing assignments that incorporate peer feedback.

Accountability in peer assessment: examining the effects of reviewing grades on peer ratings and peer feedback

ABSTRACTWe examined the influence of accountability on the consistency of peer ratings and quality of peer feedback by comparing three conditions: only rating accountability, only feedback accountability, or both rating and feedback accountability. From a large undergraduate course, 287 students’ peer ratings and peer feedback were coded for rating consistency, comment helpfulness, amount of feedback, and feedback features. Because only 30% of the students accurately perceived their assigned condition, data were analyzed according to the perceived condition. Students who believed their reviewing grade would be influenced by the helpfulness of their feedback not only provided more feedback, but also more criticism, solutions, and localized comments. These students also provided more consistent ratings than those who thought their reviewing grade would be influenced by the consistency of their ratings. These findings indicate that constructing helpful comments could have a broad influence on peer assessment and consistent ratings are grounded in commenting.

English

This study explored critical peer feedback with critical thinking to improve Business English writing. Higher-order thinking skills in peer feedback is conducted to facilitate higher-level writing. This study focuses on the participants’ mechanism of critical peer feedback, Qzone blog for critical peer feedback, and issues in critical peer feedback. A qualitative case study is conducted with six Chinese undergraduates. Three kinds of data including semi-structured interviews, Business English writing assignments and artifacts of critical peer feedback, are analyzed by QSR Nvivo 8. The findings reveal that critical peer feedback is a strategy of higher-order peer feedback to improve the higher-level writing. The Revised Bloom’s Taxonomy is accepted for critical peer feedback. Critical peer feedback improves the quality of peer feedback and the quality of Business English writing. Qzone blog is a convenient ICT platform for critical peer feedback with many strengths. However, six issues are also perceived in the practice of critical peer feedback. The finding is significant to the process of critical peer feedback in second language writing. DOI: http://doi.org/10.17576/gema-2017-1701-03

“Now you know what you’re doing right and wrong!” Peer feedback quality in synchronous peer assessment in secondary education

This study explores the effects of peer assessment (PA) practice on peer feedback (PF) quality of 11th grade secondary education students (N = 36). The PA setting was synchronous: anonymous assessors gave immediate PF using mobile response technology during 10 feedback occasions. The design was quasi-experimental (experimental vs. control condition) in which students in one condition received a scaffold to filter out relevant information they received. It was expected that this filter-out scaffold would influence PF quality in subsequent tasks in which they were assessors. PF content analysis showed that offering multiple PF occasions improved PF quality: messages contained more negative verifications and informative and suggestive elaborations after the intervention. However, no effects were found of filtering out relevant information on PF quality. Moreover, students’ perceived peer feedback skills improved which was in correspondence with their actual quality improvement over time. Additionally, the perceived usefulness of the received feedback was rated high by all participants.

Iterative Design and Classroom Evaluation of Automated Formative Feedback for Improving Peer Feedback Localization

A peer-review system that automatically evaluates and provides formative feedback on free-text feedback comments of students was iteratively designed and evaluated in college and high-school classrooms. Classroom assignments required students to write paper drafts and submit them to a peer-review system. When student peers later submitted feedback comments on the papers to the system, Natural Language Processing was used to automatically evaluate peer feedback quality with respect to localization (i.e., pinpointing the source of the comment in the paper being reviewed). These evaluations in turn triggered immediate formative feedback by the system, which was designed to increase peer feedback localization whenever a feedback submission was predicted to have a ratio of localized comments less than a threshold. System feedback was dynamically generated based on the results of localization prediction. Reviewers could choose to either revise their feedback comments to address the system’s feedback or could ignore the feedback. Our analysis of data from system logs demonstrates that our peer feedback localization prediction model triggered the formative feedback with high precision, particularly when peer feedback comments were written by college students. Our findings also show that although students often incorrectly disagree with the system’s feedback, when they do revise their peer feedback comments, the system feedback was successful in increasing peer feedback localization (although the sample size was low). Finally, while most peer comments were revised immediately after the system feedback, the desired revision behavior also occurred further after such system feedback.

Effects of different online peer-feedback approaches on students' performance skills, motivation and self-efficacy in a dance course

It has become common practice to video record students' in-class dance moves. Such a teaching strategy is able to help students reflect on their dance performance by providing them with visualized feedback. Therefore, in this study, an online peer-feedback system for dance education has been developed in order to compare the effects of different modes of online peer-feedback on students' dance skills performance, learning motivation, self-efficacy, peer review quality, peer assessment correctness, and online learning behaviors. Moreover, interviews were also conducted to elicit the students' opinions regarding this teaching method. The participants were 100 college students from three classes who learned with different online peer-feedback modes: videos with peer comments, videos with peer ratings, and videos with a mixed mode (i.e., peer ratings plus peer comments). A 12-week experiment was conducted to evaluate the performances of the three approaches. The experimental results show that, in terms of dance skills, peer ratings could improve the students' group performance, while the mixed mode improved individuals' learning performance. In terms of learning motivation and self-efficacy, the correlation analysis shows that the students' intrinsic motivation, self-efficacy and dance skill performance were positively correlated. Via analyzing the peer feedback content, it was found that the feedback provided by the mixed mode group was of better quality than that provided by the “peer comments” group; that is, the former provided more detailed feedback to individuals than the latter. Furthermore, it was found that the scores provided by the mixed mode group were highly related to those provided by the teachers, while those provided by the “peer ratings” group were not. The online user behavior analysis further shows that the integration of peer commenting and peer rating is able to promote students' willingness to participate in online learning activities. The interview results also confirm these findings. To sum up, the integration of both peer rating and peer comments is an effective approach that can meet the students' expectations and help them improve their dance skills, peer-feedback quality, peer-scoring correctness as well as their willingness to participate in online learning activities.

Scripting the role of assessor and assessee in peer assessment in a wiki environment: Impact on peer feedback quality and product improvement

This study investigates how an instructional intervention focused on engaging both the assessor and assessee in the peer feedback process can be advantageous for the quality of students' peer feedback and written product in a wiki-based computer-supported collaborative learning environment in the first year of higher education. The main aim was to examine the effect of structuring the role of the assessee and/or assessor by respectively providing them with a peer feedback request and/or content checklist, together with a structured peer feedback template. The present study adopted a 2×2 design, in which four conditions were compared: (1) a control condition, (2) a feedback request condition, (3) a content checklist condition, and (4) a combination (feedback request + content checklist) condition. Every student (N = 125) belonged to a group (n = 27) of five and had to fulfil three consecutive assignments, each consisting of writing an abstract for a scientific paper in the wiki. The results revealed that the quality of both peer feedback and the final product increased for all conditions over time, but no significant differences were found between the conditions at time 2 and time 3. However, when the role of the assessee is structured to request for particular peer feedback, this appeared to be favourable for the peer feedback scores, but only at the initial stage of performance. Building on this, limitations, practical implications, and directions for future research are presented.

Effects of an Online Annotation-Based Dance Performance Commenting Approach on Students' Feedback to Peers

Sharing videos and giving peer feedback are important learning activities for improving students' dancing skills and encouraging them to reflect what they have learned. In this study, an online annotation-based dance performance commenting approach was proposed, and effectiveness of this approach in improving students' peer-feedback quality was investigated. The participants in this study were 100 students, who completed the ＂Aerobic Dance＂ course. The students were assigned into an experimental group who learned with the proposed approach, and a control group who learned with the conventional peer-feedback approach. The students' comments to peers were recorded and analyzed. In addition, questionnaires and group focal interviews were conducted to evaluate the student's perception. The results showed that students, who learned with the online annotation-based dance performance commenting approach, provided not only high quality feedback, but also detailed comments to peers than those who learned with the conventional peer-feedback approach. Moreover, t-test result showed that the experimental group provided more feedback at the knowledge of performance level as well as revealed higher technology acceptance and learning satisfaction degrees than the control group. On the other hand, no difference was found on reflection levels between the groups. To sum up the findings, the proposed approach was able to promote the students' peer-feedback quality and quantity as well as their perceived usefulness and learning satisfaction.

Structuring the peer assessment process: a multilevel approach for the impact on product improvement and peer feedback quality

AbstractIn order to optimize students' peer feedback processes, this study investigates how an instructional intervention in the peer assessment process can have a beneficial effect on students' performance in a wiki environment in first‐year higher education. The main aim was to study the effect of integrating a peer feedback template with a varying structuring degree. The present study involved three conditions: a no structure, a basic structure and an elaborate structure condition. Due to a clear hierarchical structure, in which over time (level 1), 168 students (level 2) are nested within 37 groups (level 3), multilevel analysis was performed to examine the effect of time, student and group level influences on students' peer feedback quality and product scores. The results revealed that both peer feedback quality and product scores increase significantly for all conditions over time, after multiple practice occasions. In addition, after several practice occasions, significant differences were found between the conditions in both peer feedback (elaborate higher than no structure) and product scores (elaborate and basic higher than no structure). Building on this, limitations, directions for future research and practical implications are presented.

Exploring the impact of role-playing on peer feedback in an online case-based learning activity

<p>This study explored the impact of role-playing on the quality of peer feedback and learners’ perception of this strategy in a case-based learning activity with VoiceThread in an online course. The findings revealed potential positive impact of role-playing on learners’ generation of constructive feedback as role-playing was associated with higher frequency of problem identification in the peer comments. Sixty percent of learners perceived the role-play strategy useful in assisting them to compose and provide meaningful feedback. Multiple motivations drove learners in making decisions on role choice when responding to their peers, mostly for peer benefits. Finally, 90% of learners reported the peer feedback useful or somewhat useful. Based on the findings of this study, we discussed educational and instructional design implications and future directions to further the line of research using role-play strategy to enhance peer feedback activity.</p>

Investigating teacher-supported peer assessment for EFL writing

Concerns over the quality of peer feedback and entrenched teacher-driven learning have resulted in the limited use of peer assessment in Chinese EFL writing instruction. This study sought to effectively implement peer assessment for EFL writing in China, by addressing learners’ concerns through tailor-made teacher intervention strategies. Eighteen English majors participated in peer assessment for nine writing tasks. Pre-intervention surveys elicited learners’ concerns over peer assessment, leading to the design of teacher-led support strategies. Post-task surveys examined learners’ satisfaction with teacher-supported peer assessment, and were supplemented by the assignment feedback data. The results show that a dynamic and continuous teacher support approach to peer assessment was reported which proved to substantially affect learners’ perceptions, and the nature and the perceived value of peer assessment respectively. This paper provides implications for EFL writing teachers regarding pedagogic motivation and strategies for the effective use of peer assessment.

Peer versus expert feedback: An investigation of the quality of peer feedback among secondary school students

Few studies have focused on peer assessment at the secondary school level. Consequently, we know very little about the quality of the feedback secondary school students can produce and its potential usefulness. This study was implemented in the context of reciprocal online peer assessment of web-portfolios in a secondary school science course. We evaluated both quantitative (grades) and qualitative (written comments) feedback on student science web-portfolios to assess the quality of peer feedback. We further investigated whether either peer or expert feedback led peer assesses to revise their work in any way. Participants (28 seventh-graders) anonymously assessed each other's web-portfolios on designing a CO2-friendly house. Peer assessors and an expert assessor used the same pre-specified assessment criteria. Peer assessees made revisions as they saw fit after reviewing the feedback. The data sources were: the feedback produced, screen capture and video data and questionnaires. The quantitative feedback was found to differ between peer assessors and the expert and also between peer assessors assessing the same web-portfolio, which resulted in low validity and reliability. Qualitative written feedback from student and expert assessors appeared similar in its structural components. It differed in that students placed less emphasis on peer assessees' skills, provided fewer suggestions for changes, provided more positive judgments, and provided more negative/critical judgments that were not accompanied by evidence. Finally, we found that the majority of changes proposed by peer assessors were scientifically accurate and assessee groups employed decision-making strategies to screen and process peer and expert feedback. These findings yield a number of implications for practice and policy. The mere explanation of the assessment criteria or prior experience with peer assessment procedures is not enough; teachers, researchers and policy makers should focus on the type of training and scaffolding that peer assessors need in order to produce high quality feedback.

Peer Feedback: Its Quality and Students’ Perceptions as a Peer Learning Tool in Asynchronous Discussion Forums

The study examined two aspects, namely the quality of peer feedback in asynchronous discussion forum when such peer feedback is used as a formative learning tool, i.e. not for assigning grades; and students’ perceptions about the process of peer feedback. Twenty four students enrolled in higher education were involved. They were assigned two tasks. In the first task, they contributed lessons learnt about the course on the learning management system, Moodle, via the asynchronous discussion forum. Thereafter they read the comments posted by their colleagues and critiqued them.In the final task that was given at the end of the course, students wrote reflections about peer feedback process. Thus all data collected were in the form of posts. Using NVivo, the posts generated in the first task were used to examine the quality of peer feedback, while the posts generated from students’ reflection about peer feedback were used to examine students’ perceptions about peer feedback. Results indicate that peer feedback is a useful tool for formative learning as well as assessment purposes. Future research could involve a larger sample, a diverse population, and a range of other courses. DOI: http://dx.doi.org/10.11591/ijere.v2i2.1821

Peer Feedback : Its Quality and Students Perceptions as a Peer Learning Tool in Asynchronous Discussion Forums

The study examined two aspects, namely the quality of peer feedback in asynchronous discussion forum when such peer feedback is used as a formative learning tool, i.e. not for assigning grades; and students’ perceptions about the process of peer feedback. Twenty four students enrolled in higher education were involved. They were assigned two tasks. In the first task, they contributed lessons learnt about the course on the learning management system, Moodle, via the asynchronous discussion forum. Thereafter they read the comments posted by their colleagues and critiqued them.In the final task that was given at the end of the course, students wrote reflections about peer feedback process. Thus all data collected were in the form of posts. Using NVivo, the posts generated in the first task were used to examine the quality of peer feedback, while the posts generated from students’ reflection about peer feedback were used to examine students’ perceptions about peer feedback. Results indicate that peer feedback is a useful tool for formative learning as well as assessment purposes. Future research could involve a larger sample, a diverse population, and a range of other courses. DOI: http://dx.doi.org/10.11591/ijere.v2i2.1821

Give and take: A re‐analysis of assessor and assessee's roles in technology‐facilitated peer assessment

AbstractThe study examined how playing two roles as assessors and assessees in technology‐assisted peer assessment contributes to students' performance. Data from a previous study was recoded and analysed to understand peer assessment processes from a different angle. Findings of our previous study supported the importance of the assessor's role, but not the assessee's role. In the present study, the assessee's role was re‐examined based on the assessee's ability to critically judge and act upon peer feedback, instead of quality of peer feedback that they received. Regression analysis was conducted, and results suggested that how students responded to peer feedback, as indicated by the number of good versus misleading suggestions incorporated, significantly predicted their final project scores. The findings support the importance of both assessor and assessee's roles in peer assessment and provide valuable implications for effective implementation of peer assessment.

Peer assessment in a test-dominated setting: empowering, boring or facilitating examination preparation?

The literature suggests that peer assessment contributes to the development of student learning and promotes ownership of assessment processes. These claims emerge from research conducted primarily in Western contexts. This exploratory paper reports on the perspectives that a class of Hong Kong primary school students and their teachers have on their engagement with peer assessment. It draws on data collected through extensive interviews and classroom observations from a 2-year case study. The findings indicate that student perceptions about the usefulness of peer assessment follow from their perspectives on quality of peer feedback, peer language proficiency, and the novelty or repetitiveness of its processes. Teachers and students also viewed peer assessment as assuming a wider role in preparing for examinations and future secondary schooling. A key implication is that assessment practices are deeply cultural and, in test-dominated settings, peer assessment may have most potential when explicit links are drawn with preparation for summative assessment.

Peer assessment: judging the quality of students’ work by comments rather than marks

This paper reports the results of a study into the quality of peer feedback provided by students within a computerised peer‐assessment environment. The study looks at the creation of a ‘feedback index’ that represents the quality of an essay based upon the feedback provided during a peer‐marking process and identifies a significant positive correlation between this index and the average marks produced for an essay. The data produced are analysed in an attempt to ascertain whether specific groups of students, based upon their ability in developing an essay within this subject area, in general tend to mark and/or comment on their peers either too generously or too critically.