Peer feedback content and sender's competence level in academic writing revision tasks: Are they critical for feedback perceptions and efficiency?

Publikation: Beitrag in FachzeitschriftForschungsartikelBeigetragenBegutachtung

Beitragende

Abstract

Peer-feedback content is a core component of peer assessment, but the impact of various contents of feedback is hardly studied. Participants in the study were 89 graduate students who were assigned to four experimental and a control group. Experimental groups received a scenario with concise general (CGF) or elaborated specific (ESF) feedback by a high or low competent peer. ESF by a high competent peer was perceived as more adequate, but led to more negative affect. Students in CGF groups outperformed ESF groups during treatment. Groups with a low competent peer outperformed groups with a high competent peer during the posttest. Feedback perceptions and performance were uncorrelated.

Details

OriginalspracheEnglisch
Seiten (von - bis)291-303
Seitenumfang13
FachzeitschriftLearning and Instruction
Jahrgang20
Ausgabenummer4
PublikationsstatusVeröffentlicht - Aug. 2010
Peer-Review-StatusJa

Externe IDs

ORCID /0000-0002-4280-6534/work/142251709

Schlagworte

Schlagwörter

  • Feedback content, Feedback perceptions, Peer assessment, Peer feedback, Text revision

Bibliotheksschlagworte