Peer Feedback System Research Articles

Engaging in writing to learn – Increasing the motivation during a long-term self-regulated learning training

IntroductionUniversity students should be able to self-regulate their learning to gain the most from their studies. Extended self-regulated-learning trainings can help students to reach that goal. A frequent problem of such trainings is that students’ motivation decreases over the course of training. To avoid this decrease, we combined a learning-journal-based, self-regulated-learning training with a learning environment teaching conditional knowledge about learning strategies, a guided peer-feedback system, and an optional intervention for students reporting low levels of motivation from the start of the semester.Methods and ResultsFour motivational variables were repeatedly measured over the course of 10 weeks. Students (N = 103) in our training showed an increase in their self-efficacy and intrinsic value, and a decrease in cost associated with learning-journal-writing throughout the semester. The optional intervention led to an increase in the intrinsic value associated with the learning journals for students with low motivation.DiscussionOur study suggests that this expanded self-regulated-learning training can help students maintain their motivation during a long-term training.

Student satisfaction with use of an online peer feedback system

We contribute to the growing evidence of the positive effect of use of online peer feedback tools on students’ teamwork skills development. We do so by exploring individual and contextual factors underlying satisfaction with using a peer feedback system alongside team projects. Employing path analytical framework and bootstrap methods, we analysed data from an international sample of 100 project teams in management studies. Drawing on procedural justice theory, we theorised and found support that students’ uncertainty avoidance orientation and virtuality in collaboration were positively related to their satisfaction with use of a peer feedback system. Such satisfaction in turn allowed them to be more effective team members. Our findings provide evidence for higher education institutions and instructors considering the adoption of online peer feedback systems alongside teamwork in their curricula. Specifically, peer feedback appears to be effective in the development of teamwork skills and students appreciate the opportunity to provide feedback to their peers in a structured and dedicated environment. Our findings are timely and of important practical significance as educational institutions increasingly rely on the use of computer-mediated technology during the COVID-19 pandemic.

Student Satisfaction with Use of a Peer Feedback System

We contribute to the growing literature on the role of repeated use of a peer feedback system in the development of student’s teamwork skills by exploring individual and contextual factors underlying students’ satisfaction with using a peer feedback system alongside teamwork. Drawing on procedural justice theory, we theorized and found a positive relationship between student uncertainty avoidance orientation, and virtuality in collaborating with their satisfaction with use of a peer feedback system. Our findings provide actionable evidence to post-secondary institutions considering the adoption of such systems in their curricula: they are effective in the development of teamwork skills and students appreciate the opportunity to provide feedback to their peers in a structured and dedicated environment.

Team Health and Project Quality Are Improved When Peer Evaluation Scores Affect Grades on Team Projects

The use of team projects is common in higher education. Teamwork offers an avenue to help students learn to collaborate and develop the interpersonal skills needed for career success. However, the teams are not always effective, which may undermine student learning, growth, and development. In the current research, we integrate accountability, valence, motivation, and social loafing theories in order to advance an understanding of the role of peer evaluations conducted at the end of a team project. We use a state-of-the-art peer feedback system that allows students to assess and evaluate each other on five competencies critical to teamwork. This system also permits the assessment of overall team functioning. These outcomes are critical as they are related to learning as well as grades on team projects. Over three years and using a total sample size of 162 teams and 873 students, we found that the use of peer evaluations for grading purposes, compared to a control group, promoted effective team member behavior and overall team health. Future research is needed to further investigate the optimal use of peer evaluations in a variety of contexts using a variety of methods.

Peer Feedback Improves Students\u2019 Academic Self-Concept in Higher Education

Peer feedback has been shown to be an effective strategy to improve academic achievement. However, little evidence is available about the effects of peer feedback on academic outcomes other than achievement, such as academic self-concept (ASC). ASC and achievement are reciprocally related and thus mutual reinforce themselves. The present study focuses on the effect of a four week long structured web-based peer feedback intervention on ASC in the domain of academic writing as a part of a seminar assignment in a sample of undergraduate psychology students. The study investigated the effectiveness with 49 students in a randomized-controlled trial with a pre-and post-test. Each student acted as an author and a reviewer. Results indicated significant improvements in ASC for the domain of academic writing over time as compared to a control group. Furthermore, the causal effect of peer feedback compared to no feedback on ASC for academic writing was strong with d = 0.72. The effect was domain specific, as the ASCs for the sub-domains statistics and language remained unchanged by the intervention. Overall, the results revealed that participation in a peer feedback system is an effective method to enhance ASC in the context of higher education.

동료피드백 시스템 개발 연구: 프로젝트기반학습에서의 팀간 피드백 도구 설계 사례

동료피드백 시스템 개발 연구: 프로젝트기반학습에서의 팀간 피드백 도구 설계 사례

Introducing a scalable peer feedback system for learning teams

In the current research, we report on a peer feedback system for supporting student teamwork skill development during post-secondary education. The peer feedback system is part of a larger suite of assessments at ITPmetrics.com. This is a free assessment-based system that allows team members to provide round-robin ratings of each member’s effectiveness in the team on five dimensions (communication; commitment; foundation of knowledge, skills and abilities; emphasising high standards; and focus), as well as provide anonymous written feedback to supplement the numeric scores. Team members have access to a dashboard where they can complete the assessment and store assessment reports generated from their peers’ ratings. We summarise data from student learning teams suggesting that peer ratings are reliable (internally consistent, unidimensional and inter-rater correlated; n > 85,000). Recommendations for implementation are provided with respect to pre-briefing, debriefing, and assessment schedules.

The longitudinal effects of peer feedback in the development and transfer of student teamwork skills

Building on prior work accounting for a maximum of three time points, this research explores the impact of repeated exposure (up to six times) to a peer feedback system on students' performance at school and work. Drawing on self-regulation theory, this study reports the longitudinal effects of peer feedback on student performance and confidence providing feedback using a within-subjects quasi-experimental field study with a matched comparison sample. Results suggest that repeated use of a peer feedback system offers improvements over time in business students' performance and confidence in providing feedback to peers, irrespective of student differences (i.e. prior teamwork skills). Furthermore, decline in peer ratings of performance over time of the matched comparison sample provide evidence against the maturation hypothesis. A positive effect on participants' on-the-job organizational citizenship behaviors was also identified; evidence that the performance gains from use of the peer feedback system in university extend to the workplace.

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.

Promoting deep learning in a teacher education programme through self- and peer-assessment and feedback

The incorporation of self- and peer-assessment and feedback has significant potential as a pedagogical strategy to promote deep learning in project based coursework. This study examined the impact of a deeper approach to learning on pre-service teachers’ critical thinking and metacognitive skills. It also examined the impact on student learning outcomes within a project based module with a significant design element. Forty-seven students participated in the pilot of an online peer feedback system. Results suggest that the quality of students’ reflections through peer feedback and overall satisfaction with the module remained high despite students’ citing a preference for instructor feedback. The data also indicate that the incorporation of self- and peer-assessment and feedback resulted in higher quality learning outcomes and enhanced critical thinking skills.

External feedback in general practice: a focus group study of trained peer reviewers of significant event analyses

Peer feedback is well placed to play a key role in satisfying educational and governance standards in general practice. Although the participation of general practitioners (GPs) as reviewers of evidence will be crucial to the process, the professional, practical and emotional issues associated with peer review are largely unknown. This study explored the experiences of GP reviewers who make educational judgements on colleagues' significant event analyses (SEAs) in an established peer feedback system. Focus groups of trained GP peer reviewers in the west of Scotland. Interviews were taped, transcribed and analysed for content. Consensus on the value of feedback in improving SEA attempts by colleagues was apparent, but there was disagreement and discomfort about making a dichotomous 'satisfactory' or 'unsatisfactory' judgement. Differing views on how peer feedback should be used to compliment the appraisal process were described. Some concern was expressed about professional and legal obligations to colleagues and to patients seriously harmed as a result of significant events. Regular training of peer reviewers using several different educational methods was thought essential in enhancing or maintaining their skills. Involvement of the participants in the development of the feedback instrument and the peer review system was highly valued and motivating. Acting as a peer reviewer is perceived by this group of GPs to be an important professional duty. However, the difficulties, emotions and tensions they experience when making professional judgements on aspects of colleagues' work need to be considered when developing a feasible and rigorous system of educational feedback. This is especially important if peer review is to facilitate the 'external verification' of evidence for appraisal and governance.

Towards an on-demand peer feedback system for a clinical knowledge base: A case study with order sets

Objective We have developed an automated knowledge base peer feedback system as part of an effort to facilitate the creation and refinement of sound clinical knowledge content within an enterprise-wide knowledge base. The program collects clinical data stored in our Clinical Data Repository during usage of a physician order entry program. It analyzes usage patterns of order sets relative to their templates and creates a report detailing the usage patterns of the order set template. This report includes a set of suggested modifications to the template. Design A quantitative analysis was performed to assess the validity of the program’s suggested order set template modifications. Measurements We collected and deidentified 2951 instances of POE-based orders. Our program then identified and generated feedback reports for thirty different order set templates from this data set. These reports contained 500 suggested modifications. Five order set authors were then asked to ‘accept’ or ‘reject’ each suggestion contained in his/her respective order set templates. They were also asked to categorize their rationale for doing so (‘clinical relevance’ or ‘user convenience’). Results In total, 62% (309/500) suggestions were accepted by clinical content authors. Of these, authors accepted 32% (36/114) of the suggested additions, 74% (123/167) of the suggested pre-selections, 76% (16/25) of the suggested de-selections, and 68% (131/194) of the suggested changes in combo box order. Conclusion Overall, the feedback system generated suggestions that were deemed highly acceptable among order set authors. Future refinements and enhancements to the software will add to its utility.

Infant vocalizations are conditioned both by maternal imitation and motherese speech

Building on prior work accounting for a maximum of three time points, this research explores the impact of repeated exposure (up to six times) to a peer feedback system on students' performance at school and work. Drawing on self-regulation theory, this study reports the longitudinal effects of peer feedback on student performance and confidence providing feedback using a within-subjects quasi-experimental field study with a matched comparison sample. Results suggest that repeated use of a peer feedback system offers improvements over time in business students' performance and confidence in providing feedback to peers, irrespective of student differences (i.e. prior teamwork skills). Furthermore, decline in peer ratings of performance over time of the matched comparison sample provide evidence against the maturation hypothesis. A positive effect on participants' on-the-job organizational citizenship behaviors was also identified; evidence that the performance gains from use of the peer feedback system in university extend to the workplace.

Peer review of prescribing patterns in a CMHC.

Monitoring the prescribing patterns of psychiatrists is a challenging and now necessary professional responsibility. The authors describe a peer review and feedback system in a decentralized CMHC, linked to continuing education in psychopharmacology, that made staff psychiatrists familiar with the state of the art and accountable for practice within its guidelines. Data are presented that confirm shifts from polypharmacy toward more appropriate use of psychotropic medications.