Making Internal Feedback Explicit:  Harnessing the comparisons students make during two-stage exams

Nicol, David; Selvaretnam, Geethanjali

doi:10.31234/osf.io/jrc6y

Cited by 3 publications

(1 citation statement)

References 25 publications

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“…There are numerous proven benefits in collaborating with others to enhance or deepen learning (Nicol and Selvaretnam, 2020;Seymour et al, 2004). Collaboration involves seeking help, listening to others, offering guidance, discussing content, and working on strategies for learning (Hattie and Clarke, 2018).…”

Section: Learner-to-learner Feedbackmentioning

confidence: 99%

Understanding how embedded peer comments affect student quiz scores, academic writing and lecture note-taking accuracy

Zhang

Southam

Fanguy

et al. 2021

ITSE

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Purpose This study aims to better understand the relationship between peer feedback in the context of online collaborative note-taking and how comments impacted student performance and understanding. Design/methodology/approach This one sample investigation was of graduate students participating in an academic writing class working collaboratively online. Data was gathered on student feedback during note-taking activity to test for its effects on student performance and understanding. Findings The use of peer comments in online note-taking was found to impact student quiz scores and academic writing skills positively. However, no significance was found between comments and the completeness of their notes taken, suggesting its limits to promote deeper understanding. Research limitations/implications The level and detail about the comments made and how accurately they recall the important details from the video lectures is not known. The average number of comments made weekly by each group was also low. Practical implications Designers and teachers using online collaborative activities could benefit by understanding the nature in which peer comments can enhance student learning, bearing in mind the need for explicit guidance in how to comment and at what level of knowledge their comments should target. Social implications Online collaboration, peer editing and commenting is widely used by educators and the public. A better understanding of how these elements operate might improve the quality of knowledge artefacts such as academic writing and research notes. Originality/value Existing literature focuses mainly on peer feedback on writing or other artefacts; this paper seeks to find out more about the impact of comments in particular on collaborative note-taking.

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Section: Learner-to-learner Feedbackmentioning

confidence: 99%

Understanding how embedded peer comments affect student quiz scores, academic writing and lecture note-taking accuracy

Zhang

Southam

Fanguy

et al. 2021

ITSE

View full text Add to dashboard Cite

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The power of internal feedback: exploiting natural comparison processes

Nicol

2020

Assessment & Evaluation in Higher Education

Self Cite

192

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Students generate internal feedback by comparing their current knowledge against some reference information. That information might be planned for by teachersusually as comments on students' performance although most information is accessed by students themselves during task engagement, from their interactions with others, with resources and from memories of prior performances. Nearly all research on feedback in higher education focuses on comments as the comparison information. Ongoing and natural feedback comparisons with other information sources have been neglected: hence their potential for learning remains unexplored. To unlock the power of internal feedback, teachers need to have students turn some natural comparisons that they are making anyway, into formal and explicit comparisons and help them build the capacity to exploit their own comparison processes. To envision the possibilities, I present a new model of how students generate internal feedback as they self and co-regulate their learning, using information from multiple sources. I also synthesise two bodies of research to show how comparisons with different kinds of information, singly and in combination, can alter the nature and quality of the internal feedback that students generate. This lens of comparison changes everything. It calls for a fundamental shift in feedback practices and research.

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Making internal feedback explicit: exploiting the multiple comparisons that occur during peer review

Nicol

McCallum

2021

Assessment & Evaluation in Higher Education

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This article explores peer review through the lens of internal feedback. It investigates the internal feedback that students generate when they compare their work with the work of peers and with comments received from peers. Inner feedback was made explicit by having students write an account of what they were learning from making these different comparisons. This allowed evaluation of the extent to which students' self-generated feedback comments would match the feedback comments a teacher might provide, and exploration of other variables hypothesized to influence inner feedback generation. Analysis revealed that students' self-generated feedback became more elaborate from one comparison to the next and that this, and multiple simultaneous comparisons, resulted in students' generating feedback that not only matched the teacher's feedback but surpassed it in powerful and productive ways. Comparisons against received peer comments added little to the feedback students had already generated from comparisons against peer works. The implications are that having students make explicit the internal feedback they generate not only helps them build their metacognitive knowledge and self-regulatory abilities but can also decrease teacher workload in providing comments.

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Making Internal Feedback Explicit: Harnessing the comparisons students make during two-stage exams

Cited by 3 publications

References 25 publications

Understanding how embedded peer comments affect student quiz scores, academic writing and lecture note-taking accuracy

Understanding how embedded peer comments affect student quiz scores, academic writing and lecture note-taking accuracy

The power of internal feedback: exploiting natural comparison processes

Making internal feedback explicit: exploiting the multiple comparisons that occur during peer review

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