Improving the effectiveness of peer feedback for learning
Learning and InstructionPublished 23 October 2009Open access
Sarah Gielen, Elien Peeters, Filip Dochy, Patrick Onghena, Katrien Struyven
Citations596
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TL;DR
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.
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.
Keywords
PsychologySocial Sciences
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