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.
(private-note)In line with Sluijsmans et al. (2002) and Prins et al. (2006), the findings of the present study suggest that training students in providing constructive feedback could be at least as efficient in raising performance of assessees as trying to avoid that peer assessors make inaccurate comments. An important message for practice is that apart from validity and reliability – which have been the main focus in many prior studies (Falchikov and Goldfinch, 2000 and Magin and Helmore, 2001) – the quality of peer feedback can affect its impact. This quality can likely be enhanced by guiding prompts and specific training of assessors. Furthermore, instructional interventions to raise a mindful reception of the feedback should be explored further, because feedback left unattended or not acted upon cannot be effective.
%0 Journal Article
%1 citeulike:8332457
%A Gielen, Sarah
%A Peeters, Elien
%A Dochy, Filip
%A Onghena, Patrick
%A Struyven, Katrien
%D 2010
%J Learning and Instruction
%K accuracy, peer-assessment, peer-feedback, revision, writing
%N 4
%P 304--315
%R 10.1016/j.learninstruc.2009.08.007
%T Improving the effectiveness of peer feedback for learning
%U http://dx.doi.org/10.1016/j.learninstruc.2009.08.007
%V 20
%X 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.
@article{citeulike:8332457,
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.}},
added-at = {2011-07-27T01:37:06.000+0200},
author = {Gielen, Sarah and Peeters, Elien and Dochy, Filip and Onghena, Patrick and Struyven, Katrien},
biburl = {https://www.bibsonomy.org/bibtex/25262eba9435c10eb152f1dbaf2b92b0c/rubrics},
citeulike-article-id = {8332457},
citeulike-linkout-0 = {http://dx.doi.org/10.1016/j.learninstruc.2009.08.007},
comment = {(private-note)In line with Sluijsmans et al. (2002) and Prins et al. (2006), the findings of the present study suggest that training students in providing constructive feedback could be at least as efficient in raising performance of assessees as trying to avoid that peer assessors make inaccurate comments. An important message for practice is that apart from validity and reliability – which have been the main focus in many prior studies ([Falchikov and Goldfinch, 2000] and [Magin and Helmore, 2001]) – the quality of peer feedback can affect its impact. This quality can likely be enhanced by guiding prompts and specific training of assessors. Furthermore, instructional interventions to raise a mindful reception of the feedback should be explored further, because feedback left unattended or not acted upon cannot be effective.},
day = 22,
doi = {10.1016/j.learninstruc.2009.08.007},
interhash = {8f08f2db6278ed3856d2e6dab70ebaa3},
intrahash = {5262eba9435c10eb152f1dbaf2b92b0c},
journal = {Learning and Instruction},
keywords = {accuracy, peer-assessment, peer-feedback, revision, writing},
month = aug,
number = 4,
pages = {304--315},
posted-at = {2010-11-30 07:25:40},
priority = {3},
timestamp = {2011-07-27T01:37:25.000+0200},
title = {{Improving the effectiveness of peer feedback for learning}},
url = {http://dx.doi.org/10.1016/j.learninstruc.2009.08.007},
volume = 20,
year = 2010
}