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A comparative study of peer and teacher feedback and of various peer feedback forms in a secondary school writing curriculum
Author(s) -
Gielen Sarah,
Tops Lies,
Dochy Filip,
Onghena Patrick,
Smeets Stijn
Publication year - 2010
Publication title -
british educational research journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.171
H-Index - 89
eISSN - 1469-3518
pISSN - 0141-1926
DOI - 10.1080/01411920902894070
Subject(s) - peer feedback , mathematics education , psychology , curriculum , test (biology) , value (mathematics) , peer group , peer review , control (management) , pedagogy , computer science , social psychology , paleontology , machine learning , artificial intelligence , political science , law , biology
This study examines whether peer feedback can be a substitute for teacher feedback and which measures can be taken to improve its effectiveness. A pre‐test post‐test control group design examined the long‐term learning effects of individual peer feedback and of collective teacher feedback on writing assignments in secondary education. Moreover, it examined the added value of a priori question forms and a posteriori reply forms aimed at supporting the assessee's response to peer feedback. The study supports the ‘non‐inferiority’ hypothesis of there being no significant difference in students’ progress after plain substitutional peer feedback or teacher feedback. Both groups (plain peer feedback and teacher feedback), however, improved significantly less than the groups that worked with question or reply forms, confirming the added‐value of these forms. Almost half of the students found the received peer feedback helpful, but less than a quarter considered giving feedback an aid in their own learning process.