You are here:

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

, ,

Learning and Instruction Volume 20, Number 4 ISSN 0959-4752 Publisher: Elsevier Ltd

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.

Citation

Strijbos, J.W., Narciss, S. & Dünnebier, K. Peer feedback content and sender's competence level in academic writing revision tasks: Are they critical for feedback perceptions and efficiency?. Learning and Instruction, 20(4), 291-303. Elsevier Ltd. Retrieved July 14, 2020 from .

This record was imported from Learning and Instruction on January 29, 2019. Learning and Instruction is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.learninstruc.2009.08.008

Keywords

Cited By

View References & Citations Map

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.