Peer assessment effects on the self-assessment process of first-year undergraduates

To, Jessica; Panadero, Ernesto

doi:10.1080/02602938.2018.1548559

Cited by 67 publications

(34 citation statements)

References 23 publications

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“…The requirement that students both judge whether their own essay was of a higher or lower quality than the one they were reviewing (in self-review 1 and 2) and to make comparisons across all the essays (self-review 3) was also intended to raise students' awareness about essay quality. Prior research has shown that when students review the work of peers and comment on it against criteria this raises their own awareness about how those criteria relate to their own work (Nicol, Thomson, and Breslin 2014;To and Panadero 2019). It also shows that engaging students in peer review does result in grade improvements, another indicator that this method raises standards (Huisman et al 2019).…”

Section: The Question Of Quality and Standardsmentioning

confidence: 99%

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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Section: The Question Of Quality and Standardsmentioning

confidence: 99%

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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“…En este escenario es fundamental la promoción de modalidades participativas de evaluación como la autoevaluación (Taras, 2003) y la evaluación de pares (Sridharan & Boud, 2019;To & Panadero, 2019). Así, el foco deja de estar puesto en el docente para desplazarse hacia el alumnado, aquel se convierte en un mediador, guía y facilitador de ambientes de aprendizaje, que acompaña al educando en su proceso formativo para brindarle orientación y retroalimentación (Boud & Molloy, 2015;Moreno, 2021).…”

Section: Fundamentación Teóricaunclassified

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2021

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re-significación de valores? ¿cuál es el rol de las instituciones educativas, de los gobernantes, del entorno familiar en la educación en valores?, entre otros. En este sentido, este número de Alteridad deja abiertos nuevos interrogantes para futuras investigaciones. Con el desarrollo de la vacuna, se analiza la posibilidad de un pronto retorno a las aulas en modalidad presencial; sin embargo, nunca será como antes.Se les invita a lectores e investigadores a seguir enviando sus manuscritos para ser arbitrados en Alteridad.

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“…Accordingly, research shows that when peer assessments are conducted with selfassessment, students' understanding of the required quality level improves and their subjectivity in their judgements decreases (To & Panadero, 2019). Evaluative judgment is a critical skill that enhances learning gains from the feedback process (Carless & Boud, 2018), and if students are given opportunities to practice it, the accuracy of their judgements improves over time (Boud et al, 2013).…”

Section: P1 Incorporate Self-evaluation With Peer Evaluationsmentioning

confidence: 99%

A collaborative learning approach to dialogic peer feedback: a theoretical framework

Dimitriadis

Gašević

2020

Assessment & Evaluation in Higher Education

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Feedback has a powerful influence on learning. However, feedback practices in higher education often fail to produce the expected impact on learning. This is mainly because of its implementation as a one-way transmission of diagnostic information where students play a passive role as the information receivers. Dialogue around feedback can enhance students' sense making from feedback and capacities to act on it. Yet, dialogic feedback has been mostly implemented as an instructor-led activity, which is hardly affordable in large classrooms. Dialogic peer feedback can offer a scalable solution; however, current practices lack a systematic design, resulting in low learning gains. Attending to this gap, this paper presents a theoretical framework that structures dialogic feedback as a three-phase collaborative activity, involving different levels of regulation: first, planning and coordination of feedback activities (involving socially shared regulation), second, feedback discussion to support its uptake (involving co-regulation), and last, translation of feedback into task engagement and progress (involving self-regulation). Based on the framework, design guidelines are provided to help practitioners shape their feedback practices. The application of the principles is illustrated through an example scenario. The framework holds a great potential to promote student-centred approaches to feedback practices in higher education.

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Peer assessment effects on the self-assessment process of first-year undergraduates

Cited by 67 publications

References 23 publications

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

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

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A collaborative learning approach to dialogic peer feedback: a theoretical framework

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