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

被引：207

作者：

Strijbos, Jan-Willem ^{[1
]}

Narciss, Susanne ^{[2
]}

Duennebier, Katrin ^{[3
]}

机构：

[1] Leiden Univ, Fac Social & Behav Sci, Inst Educ & Child Studies, Ctr Study Learning & Instruct, NL-2300 RB Leiden, Netherlands

[2] Tech Univ Dresden, Dept Psychol, Ctr Psychol Learning & Instruct, D-01069 Dresden, Germany

[3] Univ Wuppertal, Fac Educ & Social Sci, Ctr Educ Res & Teacher Educ, D-42097 Wuppertal, Germany

来源：

LEARNING AND INSTRUCTION | 2010年 / 20卷 / 04期

关键词：

Peer feedback; Peer assessment; Feedback content; Feedback perceptions; Text revision; SOURCE CREDIBILITY; STUDENTS; METAANALYSIS; ACCEPTANCE; EXPERTISE; QUALITY;

D O I：

10.1016/j.learninstruc.2009.08.008

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

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. (C) 2009 Elsevier Ltd. All rights reserved.

引用

页码：291 / 303

页数：13

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