Written peer-feedback to enhance students' current and future Learning
Ion, Georgeta (Universitat Autònoma de Barcelona)
Barrera-Corominas, Aleix
Tomàs i Folch, Marina

Date:	2016
Abstract:	Spanish universities are engaged in the implementation of the European Higher Education Area (EHEA). This process implies the use of the most effective instructional designs and methodologies in order to achieve deep learning, increase student involvement in their own development, and professional and personal-greater autonomy in the construction of knowledge. Peer-feedback is an effective strategy to reach such requirements. The study aimed to analyze the type of feedback students provide in peer-assessment in group work projects and to investigate students' perception towards peer-assessment for the improvement of the learning process. The methods were mixed. A semantic analysis of the type of feedback was conducted. A total of 637 feedback units were analysed according to the guidelines developed in the project. In addition, questionnaires to students and teachers involved in the experience were administrated. The results demonstrate that the great majority of feedback offered by students was related to task development, followed by feedback regarding the motivational aspects of the process and finally the structural and formal aspects of the writing. At the end of the process, both teachers and students declared that the feedback received helped them to better develop the task and support them in future learning.
Rights:	Aquest document està subjecte a una llicència d'ús Creative Commons. Es permet la reproducció total o parcial, la distribució, la comunicació pública de l'obra i la creació d'obres derivades, fins i tot amb finalitats comercials, sempre i quan es reconegui l'autoria de l'obra original.
Language:	Anglès
Document:	Article ; recerca ; Versió publicada
Subject:	Assessment ; Competencies ; Peer-Feedback ; Feedforward
Published in:	International Journal of Educational Technology in Higher Education, Vol. 13, Núm. 15 (2016) , p. 1-11, ISSN 2365-9440

DOI: 10.1186/s41239-016-0017-y

11 p, 680.0 KB

The record appears in these collections:
Research literature > UAB research groups literature > Research Centres and Groups (research output) > Social and Legal Sciences > CRiEDO (Center for Research and Studies for Organizational Development)
Articles > Research articles
Articles > Published articles