Instructional scaffolds for learning from formative peer assessment: effects of core task, peer feedback, and dialogue

Deiglmayr, Anne

doi:10.1007/s10212-017-0355-8

Cited by 31 publications

(16 citation statements)

References 34 publications

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“…Moreover, educational research on peer-to-peer context supports the assumption about the effect on the praiser. Peer feedback studies have found that feedback affects not only the receiver but also the giver (e.g., Cho & Cho, 2011;Deiglmayr, 2018). For example, Topping (1998) argued that peer assessment promoted the assessee's thinking about and discussing a topic from a different perspective while it promoted the assessor's development of the skills of summarizing and contrasting.…”

Section: Praise Between Peersmentioning

confidence: 99%

Praise affects the “Praiser”: Effects of ability-focused vs. effort-focused praise on motivation

Kakinuma

Nakai

Hada

et al. 2020

The Journal of Experimental Education

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Considerable research has shown that receiving effort-focused praise affects motivation positively, while ability-focused praise affects motivation negatively. However, these studies have investigated only the effects on the one receiving praise (the praisee). Therefore, we examined the effects of praise on the one offering praise (the praiser), focusing on the student-to-student context. With consideration to previous studies addressing effects of communication on the communicator, we predicted that praise would have the same effects on the praiser as on the praisee. Study 1, a correlational study in a realistic hypothetical scenario situation, revealed that frequency of offering ability-focused praise was negatively related to endorsement of the growth mindset. Study 2, a scenario-based experiment, revealed that participants who had offered ability-focused praise reported less task enjoyment than participants who had offered objective feedback, although there was no significant difference in growth mindset. Study 3, an interpersonal experiment in a laboratory, replicated the negative relational pattern between ability-focused praise and the praiser's task enjoyment while also revealing the same pattern in the praiser's positive outcome emotions: pride and hope. These findings on the negative effect of ability-focused praise on the praiser have critical implications for education, wherein praise is often used.

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Section: Praise Between Peersmentioning

confidence: 99%

Praise affects the “Praiser”: Effects of ability-focused vs. effort-focused praise on motivation

Kakinuma

Nakai

Hada

et al. 2020

The Journal of Experimental Education

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“…Secondly, the participants could have been alerted to alternative ways in which each activity could be presented and reviewed (Dixson & Worrell, 2016). Thirdly, more time would have enabled the presenter to equip participants with techniques for the successful facilitation of instructional dialogues (Ruiz-Primo, 2011;Deiglmayr, 2018). Such facilitation skills would emphasise good listening on the part of the teacher − especially listening for learning progression instead of simply classifying answers as right or wrong (Gotwals, 2018) − the creation of a trusting classroom environment and the skilful management of the dialogic space by balancing recall questions with higher-order questioning in the interest of achieving deep learning (Jiang, 2014).…”

Section: Recommendationsmentioning

confidence: 99%

Taking the sting out of assessment: The experiences of trainee teachers experimenting with innovative alternative performance assessment in the History classroom

Warnich

Lubbe

2019

Y&T

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This article explores the experiences of History and Social Sciences (History) trainee teachers (n=33) and their learners during the implementation of five versatile and innovative alternative performance assessment strategies in their diverse classroom settings during their practicum at schools. Originally designed for the corporate staff training environment, and subsequently utilised as community building and data collection techniques in a participative community-engaged research project, these five interactive activities were adapted to act as innovative teaching and alternative formative performance assessment strategies in the History classroom, the latter of which is the main focus of this article. The article is anchored in a social constructivist and dialogic theoretical framework and argues that alternative performance assessment techniques that are non-graded, interactive, formative and dialogic in nature, take place within an atmosphere of emotional safety, and integrate a strong element of enjoyment, are able to remove the anxiety that often characterises both summative and graded formative assessment. This, in turn, makes learners more receptive to learning and brings History to life in the classroom. In an attempt to answer two interrelated research questions: "how did trainee History teachers experience the implementation of innovative alternative performance assessment strategies", and "how did they perceive the response of the learners to a fresh approach to formative assessment", the article employs a qualitative research methodology which rests on research findings generated through the use of data gathered from written, visual and oral feedback from the participants during and after a practical workshop which prepared them for the implementation phase of the study. The research findings suggest, inter alia, that both the trainee teachers and their learners enjoyed a fresh, non-threatening approach to formative assessment and that the learners participated freely and enthusiastically in groups when implementing these formative assessment strategies. Yesterday&Today, No. 22, December 2019 The findings also indicate some challenges including time management, classroom management, and appropriate facilitation skills in managing more advanced learners who, it was found, tended to overpower less confident learners in their groups. It finally offers recommendations for improvement should History teachers prefer to implement these alternative performance assessment strategies in their classrooms.

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“…Although these studies underline the importance of providing students with assessment criteria, a review by Deiglmayr (2018) demonstrated that just providing criteria might not be enough to improve reviewers' own learning performance. A conclusion from this review was that it is crucial for peer reviewers to have enough knowledge about the subject and enough understanding of the assessment criteria to benefit from giving feedback to their peers.…”

Section: Introductionmentioning

confidence: 99%

Giving Feedback on Peers’ Concept Maps in an Inquiry Learning Context: The Effect of Providing Assessment Criteria

2020

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Giving and receiving peer feedback is seen as an important vehicle for deep learning. Defining assessment criteria is a first step in giving feedback to peers and can play an important role in feedback providers’ learning. However, there is no consensus about whether it is better to ask students to think about assessment criteria themselves or to provide them with ready-made assessment criteria. The current experimental study aims at answering this question in a secondary school STEM educational context, during a physics lesson in an online inquiry learning environment. As a part of their lesson, participants (n = 93) had to give feedback on two concept maps, and were randomly assigned to one of two conditions—being provided or not being provided with assessment criteria. Students’ post-test scores, the quality of feedback given, and the quality of students’ own concept maps were analyzed to determine if there was an effect of condition on feedback providers’ learning. Results did not reveal an advantage of one condition over the other in terms of learning gains. Possible implications for practice and directions for further research are discussed.

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Instructional scaffolds for learning from formative peer assessment: effects of core task, peer feedback, and dialogue

Cited by 31 publications

References 34 publications

Praise affects the “Praiser”: Effects of ability-focused vs. effort-focused praise on motivation

Praise affects the “Praiser”: Effects of ability-focused vs. effort-focused praise on motivation

Taking the sting out of assessment: The experiences of trainee teachers experimenting with innovative alternative performance assessment in the History classroom

Giving Feedback on Peers’ Concept Maps in an Inquiry Learning Context: The Effect of Providing Assessment Criteria

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