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

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Abstract
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 was synchronous: anonymous assessors gave immediate PF using mobile response technology during 10 feedback occasions. The design was quasi-experimental (experimental vs. control condition) in which students in one condition received a scaffold to filter out relevant information they received. It was expected that this filter-out scaffold would influence PF quality in subsequent tasks in which they were assessors. PF content analysis showed that offering multiple PF occasions improved PF quality: messages contained more negative verifications and informative and suggestive elaborations after the intervention. However, no effects were found of filtering out relevant information on PF quality. Moreover, students’ perceived peer feedback skills improved which was in correspondence with their actual quality improvement over time. Additionally, the perceived usefulness of the received feedback was rated high by all participants.

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MLA
Rotsaert, Tijs et al. “‘Now You Know What You’re Doing Right and Wrong!’ Peer Feedback Quality in Synchronous Peer Assessment in Secondary Education.” EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION 33.2 (2018): 255–275. Print.
APA
Rotsaert, T., Panadero, E., Schellens, T., & Raes, A. (2018). “Now you know what you”re doing right and wrong!’ Peer feedback quality in synchronous peer assessment in secondary education. EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION, 33(2), 255–275.
Chicago author-date
Rotsaert, Tijs, Ernesto Panadero, Tammy Schellens, and Annelies Raes. 2018. “‘Now You Know What You’re Doing Right and Wrong!’ Peer Feedback Quality in Synchronous Peer Assessment in Secondary Education.” European Journal of Psychology of Education 33 (2): 255–275.
Chicago author-date (all authors)
Rotsaert, Tijs, Ernesto Panadero, Tammy Schellens, and Annelies Raes. 2018. “‘Now You Know What You’re Doing Right and Wrong!’ Peer Feedback Quality in Synchronous Peer Assessment in Secondary Education.” European Journal of Psychology of Education 33 (2): 255–275.
Vancouver
1.
Rotsaert T, Panadero E, Schellens T, Raes A. “Now you know what you”re doing right and wrong!’ Peer feedback quality in synchronous peer assessment in secondary education. EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION. Springer Nature; 2018;33(2):255–75.
IEEE
[1]
T. Rotsaert, E. Panadero, T. Schellens, and A. Raes, “‘Now you know what you’re doing right and wrong!’ Peer feedback quality in synchronous peer assessment in secondary education,” EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION, vol. 33, no. 2, pp. 255–275, 2018.
@article{8509946,
  abstract     = {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 was
synchronous: anonymous assessors gave immediate PF using mobile response technology
during 10 feedback occasions. The design was quasi-experimental (experimental vs. control
condition) in which students in one condition received a scaffold to filter out relevant
information they received. It was expected that this filter-out scaffold would influence PF
quality in subsequent tasks in which they were assessors. PF content analysis showed that
offering multiple PF occasions improved PF quality: messages contained more negative
verifications and informative and suggestive elaborations after the intervention. However, no
effects were found of filtering out relevant information on PF quality. Moreover, students’
perceived peer feedback skills improved which was in correspondence with their actual quality
improvement over time. Additionally, the perceived usefulness of the received feedback was
rated high by all participants.},
  author       = {Rotsaert, Tijs and Panadero, Ernesto and Schellens, Tammy and Raes, Annelies},
  issn         = {0256-2928},
  journal      = {EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION},
  language     = {eng},
  number       = {2},
  pages        = {255--275},
  publisher    = {Springer Nature},
  title        = {'Now you know what you’re doing right and wrong!' Peer feedback quality in synchronous peer assessment in secondary education},
  url          = {http://dx.doi.org/10.1007/s10212-017-0329-x},
  volume       = {33},
  year         = {2018},
}

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