Improving the effectiveness of peer feedback for learning
Improving the effectiveness of peer feedback for learning
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DOI：
10.1016/j.learninstruc.2009.08.007
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发表时间：
2010-08-01
影响因子：
6.2
通讯作者：
Struyven, Katrien
中科院分区：
文献类型：
--
作者：
Gielen, Sarah;Peeters, Elien;Struyven, Katrien
本研究审查了(A)同伴反馈对学习的有效性，更具体地说，是所提供反馈的内容和风格的某些特点，以及(B)支持使用反馈的特定教学干预。采用准实验重复测量设计。对43名七年级学生进行的写作作业显示，在反馈中收到“合理”的评论会提高成绩，但对于考前表现较好的学生来说，这种影响就会减弱。辩解优于评论的准确性。同伴评估后要求被评估对象反思反馈的教学干预并没有显著增加学习收益。(C)爱思唯尔有限公司出版的2009年。
The present study examined the effectiveness of (a) peer feedback for learning, more specifically of certain characteristics of the content and style of the provided feedback, and (b) a particular instructional intervention to support the use of the feedback. A quasi-experimental repeated measures design was adopted. Writing assignments of 43 students of Grade 7 in secondary education showed that receiving 'justified' comments in feedback improves performance, but this effect diminishes for students with better pretest performance. Justification was superior to the accuracy of comments. The instructional intervention of asking assessees to reflect upon feedback after peer assessment did not increase learning gains significantly. (C) 2009 Published by Elsevier Ltd.