A questionnaire to assess students’ beliefs about peer-feedback

Abstract

Research into students' peer-feedback beliefs varies both thematically and in approaches and outcomes. This study aimed to develop a questionnaire to measure students' beliefs about peer-feedback. Based on the themes in the literature four scales were conceptualised. In separate exploratory (N = 219) and confirmatory (N = 121) studies, the structure of the questionnaire was explored and tested. These analyses confirmed the a priori conceptualised four scales: (1) students' valuation of peer-feedback as an instructional method, (2) students' confidence in the quality and helpfulness of the feedback they provide to a peer, (3) students' confidence in the quality and helpfulness of the feedback they receive from their peers and (4) the extent to which students regard peer-feedback as an important skill. The value of this Beliefs about Peer-Feedback Questionnaire (BPFQ) is discussed both in terms of future research and the practical insights it may offer higher education teaching staff.

The factor structure of the peer-feedback orientation scale (PFOS): toward a measure for assessing students’ peer-feedback dispositions

“…The social context can be influenced by the setting in which peer-feedback takes place and the relationships students have with each other and their teachers (Carless and Boud 2018). However, not only the relationship with peers but also students' beliefs about themselves and their own confidence in dealing with feedback (self-efficacy) are playing a role (Alqassab, Strijbos, and Ufer 2019;Huisman et al 2020). Linderbaum and Levy (2010) FOS was further validated and implemented in different contexts such as leadership development (Braddy et al 2013), emotional intelligence and feedback environment perceptions (Dahling, Chau, and O'Malley 2012).…”

“…In this study we use the term peer-feedback for the formative feedback that students provide and receive with the purpose of learning (Huisman et al 2020). Students learn from both providing as well as receiving feedback (Nicol, Thomson, and Breslin 2014;Wanner and Palmer 2018).…”

“…This is a concern because student engagement and the awareness of being responsible for their own learning and improvement is needed in order for feedback to be effective (Boud and Molloy 2013). Furthermore, being open towards receiving and providing feedback is beneficial as it is seen as a basic workplace competence (Carless and Boud 2018;Huisman et al 2020).…”

“…As pointed out by Alqassab, Strijbos, and Ufer (2019), research about beliefs and perceptions of feedback has mainly focussed on the feedback receiver which is why we know less about the feedback provider (Winstone et al 2017). Huisman et al (2020) argue that there are four themes of student's beliefs which are: (1) valuation of peer-feedback as an instructional method, (2) confidence in own peer-feedback quality, (3) confidence in quality of received peer-feedback and (4) valuation of peer-feedback as an important skill.…”

Students’ perceptions of the peer-feedback experience in MOOCs

“…Students' perceptions and beliefs can also be seen as a result of their previous experiences. Again, mixed findings are reported in the feedback literature (Huisman et al, 2019). Although, in general, students have positive beliefs about the value of peer-feedback, Mulder et al (2014) pointed out that beliefs change over time and the perceived value of peer-feedback decreases after students have participated in a peer-feedback activity.…”