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'Now you know what youU+2019re doing right and wrong!' Peer feedback quality in synchronous peer assessment in secondary education

Journal Contribution - Journal Article

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 wassynchronous: anonymous assessors gave immediate PF using mobile response technologyduring 10 feedback occasions. The design was quasi-experimental (experimental vs. controlcondition) in which students in one condition received a scaffold to filter out relevantinformation they received. It was expected that this filter-out scaffold would influence PFquality in subsequent tasks in which they were assessors. PF content analysis showed thatoffering multiple PF occasions improved PF quality: messages contained more negativeverifications and informative and suggestive elaborations after the intervention. However, noeffects were found of filtering out relevant information on PF quality. Moreover, studentsU+2019perceived peer feedback skills improved which was in correspondence with their actual qualityimprovement over time. Additionally, the perceived usefulness of the received feedback wasrated high by all participants.
Journal: EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION
ISSN: 1878-5174
Issue: 2
Volume: 33
Pages: 255 - 275
BOF-keylabel:yes
IOF-keylabel:yes
CSS-citation score:1
Authors:International
Authors from:Higher Education
Accessibility:Open