Improving Student Peer Feedback

Nilson, Linda B.

doi:10.1080/87567550309596408

Cited by 122 publications

(90 citation statements)

References 16 publications

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“…These include written feedback (Hartshorn et al, 2010;Junqueira & Payant, 2015;Lee, 2004;Zamel, 1985), oral feedback (Dunsford, 2006;Wasding, 2013), audio feedback (Kim, 2004;Wood, Mosovitz, & Valiga, 2011), peer feedback (Nilson, 2003;O'Donnell, 2014;Paulus, 1999), teacher-student conferences (Patthey-Chavez & Ferris, 1997;Saito, 1994) and computer-based feedback (Monroe, 2003;Paulus, 1999;Wade-Stein & Kintsch, 2004;Yoke et al, 2013) among others.…”

Section: Feedback Methodsmentioning

confidence: 99%

Students’ Perceptions of Their Reflective Essay Writing Experience and Teacher Feedback Comments

Sharif

Zainuddin

2017

Indonesian J. Appl. Linguist

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Reflection which encompasses critical and analytical capabilities is a critical 21 st century skill for students to develop. To ensure students are equipped with this skill, reflective writing has been identified as a possible tool. Teacher feedback on students' written output therefore plays a role in developing students' reflective skills. This study asks two questions: How do students perceive their experience writing reflective essays? What is the nature of the teacher's feedback comments on students' reflective essays and how do students perceive them? To answer these questions, nineteen ESL students in an entry-level Medical programme completed a questionnaire concerning their experiences writing reflective essays and perceptions of teacher feedback on these essays. Interviews were conducted with two students to follow-up on questionnaire responses. The content analysis showed that the students believed reflective writing played a small contribution to their language learning. Further investigation into the students' perspectives of their teachers' feedback comments suggests that even though the teachers' feedback was positive, the students also referred to the comments as inadequate and ineffective. Pedagogical implications and suggestions for future research are discussed.

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Section: Feedback Methodsmentioning

confidence: 99%

Students’ Perceptions of Their Reflective Essay Writing Experience and Teacher Feedback Comments

Sharif

Zainuddin

2017

Indonesian J. Appl. Linguist

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“…Concerning SRL, tutors are considered to be better equipped to provide feedback than peer students. Tutors act more detached and objective, whereas peer students are more emotionally involved and may therefore provide less direct and concrete feedback (Nilson, 2003).…”

mentioning

confidence: 99%

Effects of elicited reflections combined with tutor or peer feedback on self-regulated learning and learning outcomes

Boom

Paas

Merriënboer

2007

Learning and Instruction

147

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“…When students participate in open-ended problem solving, feedback can be helpful or unhelpful depending on the nature of feedback (Gipps & Stobart, 1993) and students' perspectives of feedback (Nilson, 2003). Hmelo-Silver and Barrows (2006) developed feedback frameworks for a complex environment, specifically a PBL session with medical students.…”

Section: Helpful Types Of Feedbackmentioning

confidence: 99%

“…Feedback can be given by an instructor (e.g., TA or professor; See Ice, Swan, Diaz, Kupczynski, & Swan-Dagen, 2010) or a peer (e.g., Nelson & Schuun, 2009;Nilson, 2003;Rodgers, Diefes-Dux, & Cardella, 2012). Peer feedback is an alternative way of assessing students' work and currently receives much K. J.…”

Section: Perception Affects Feedbackmentioning

confidence: 99%

“…Rodgers et al Students' Perceptions of and Responses to TA and Peer Feedback 3 | www.ijpbl.org (ISSN 1541-5015) October 2015 | Volume 9 | Issue 2 attention due to its successful impact on student learning (Topping, 1998;Rada & Hu, 2002). Some students consider peer feedback to be misleading and unhelpful because peers do not assign grades (Nilson, 2003). These students, however, fail to recognize the benefits, such as developing metacognitive and reflective thinking skills (Smith, Cooper, & Lancaster, 2002), that come from assessing others' works (Tseng & Tsai, 2007), giving feedback, and interpreting others' feedback.…”

Section: Perception Affects Feedbackmentioning

confidence: 99%

See 1 more Smart Citation

Students’ Perceptions of and Responses to Teaching Assistant and Peer Feedback

Rodgers¹,

Horvath²,

Jung³

et al. 2014

Interdisciplinary Journal of Problem-Based Learning

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Authentic open-ended problems are increasingly appearing in university classrooms at all levels. Formative feedback that leads to learning and improved student work products is a challenge, particularly in large enrollment courses. This is a case study of one first-year engineering student team's experience with teaching assistant and peer feedback during a series of open-ended mathematical modeling problems called Model-Eliciting Activities. The goal of this study was to gain deep insight into the interactions between students, feedback providers, and written feedback by examining one team's perceptions of the feedback they received and the changes they made to their solutions based on their feedback. The practical purpose of this work is to begin to make recommendations to improve students' interactions with written feedback. The data sources consisted of individual student interviews, videos of the team's meetings to revise their solutions, the team's iterativelydeveloped solutions, the team's documented changes to the their solutions, and the written feedback they received from their teaching assistant and peers. The students explained that helpful peer feedback requires a time commitment, focuses on the mathematical model, and goes beyond praise to prompt change. The students also stated that generic TA feedback was not helpful. The greatest difference between the students' perceptions of TA and peer feedback was that the TA had influence over the team's grade and therefore the TA feedback was deemed more important. Feedback strategies to increase peer participation and improve teaching assistant training are described. Suggestions for continued research on feedback are provided.

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Improving Student Peer Feedback

Cited by 122 publications

References 16 publications

Students’ Perceptions of Their Reflective Essay Writing Experience and Teacher Feedback Comments

Students’ Perceptions of Their Reflective Essay Writing Experience and Teacher Feedback Comments

Effects of elicited reflections combined with tutor or peer feedback on self-regulated learning and learning outcomes

Students’ Perceptions of and Responses to Teaching Assistant and Peer Feedback

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