Designing Interactive Scaffolds to Encourage Reflection on Peer Feedback

Hardhats and Bungaloos: Comparing Crowdsourced Design Feedback with Peer Design Feedback in the Classroom

“…Rubrics are an efective way to structure feedback and raise its perceived value, valence (i.e., afective tone), and specifcity [44]. Scafolds were shown to support students in refecting on the feedback received [2]. Structured workfows were found to generate feedback that was more interpretative, diverse and critical than free-form prompts [42].…”

“…Prior literature found that student designers may attribute value to feedback along a number of diferent criteria, such as the feedback's quantity [25,37,44], specifcity [2,3,17,19,25,34,44], criticality [2,3,34,44], valence, afect, or sentiment [3,27,37,42,44], helpfulness [5,22,25,41], fairness [44], and actionability [2,3,19,34,37,44]. Students may, for instance, fnd specifc and emotionally positive feedback useful and students are likely to appreciate longer and more actionable feedback with clear justifcations [44].…”

“…Feedback requesters should defne clear success criteria for the crowd workers and provide a defnition of what defnes good feedback. Structuring feedback with rubrics, scafolds, guiding questions, and other structured work fows may help increase the quality of the feedback in this regard [2,3,44]. In particular, requesters of crowdsourced feedback should pay attention to how the criteria that afect the students' perception of quality and fairness shape the students' experience of feedback.…”

“…Multiple-choice 2 84 22 -- 1 Preference could not be determined from the response. 2 "In-class feedback from other students" or "MTurk feedback from online workers" useful and actionable by the majority of students. Several students complained about the low number of takeaways found in the crowdsourced feedback.…”

“…1 Preference could not be determined from the response 2. "In-class feedback from other students" or "MTurk feedback from online workers"…”