Reflections on peer feedback in disciplinary courses as a tool in pre-service teacher training

Seroussi, Dominique-Esther; Sharon, Rakefet; Peled, Yehuda; Yaffe, Yosi

doi:10.1080/0305764x.2019.1581134

Cited by 8 publications

(7 citation statements)

References 92 publications

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“…However, providing feedback is challenging, and university students often have difficulty writing high-quality, content-related feedback for their peers (e.g., Kaufman and Schunn 2011;van den Berg et al 2006). Even teacher students, who should be familiar with evaluating others' academic achievements, have such difficulties (e.g., related to negative beliefs about peer feedback or feeling unconfident; Alqassab et al 2018;Seroussi et al 2019). It is therefore important to support this process, for example, via procedural facilitation.…”

Section: Digital Support Toolmentioning

confidence: 99%

Effects of a digital support tool on student teachers’ knowledge about, assessment of, and feedback on self-regulated learning

Zeeb,

Bürgermeister,

Saalbach

et al. 2023

Unterrichtswiss

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In this quasi-experimental field study, we investigated the effects of a digital support tool on knowledge about, assessment of, and feedback on self-regulated learning (SRL). Student teachers (N = 119) took the roles of learners and teachers. As learners, they wrote learning journals and received feedback on the strategies they had used. As teachers, they assessed a peer’s learning strategies elicited in the learning journals and provided feedback. A digital tool supported the participants in their role as teachers by providing additional assessment support (yes/no) and feedback support (yes/no). Assessment support was realized with rubrics, feedback support was realized with sentence starters. Our results indicated that declarative and self-reported knowledge about SRL increased in all groups. Assessment support did not foster assessment skills, but feedback support fostered the quality of the peer feedback and feedback quality in a standardized posttest. High feedback quality, in turn, predicted learners’ application of organizational (but not metacognitive) strategies. We conclude that the combination of writing learning journals and providing peer feedback on SRL is a promising approach to promote future teachers’ SRL skills. Digital tools can support writing the feedback, for example, by providing sentence starters as procedural facilitators. Such support can help teachers supply high-quality feedback on SRL, which can then help learners improve their SRL.

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Section: Digital Support Toolmentioning

confidence: 99%

Effects of a digital support tool on student teachers’ knowledge about, assessment of, and feedback on self-regulated learning

Zeeb,

Bürgermeister,

Saalbach

et al. 2023

Unterrichtswiss

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show abstract

“…Additionally, feedback should not only come from the teacher educator. Although, this type of feedback is predominant (Gan et al, 2018), promoting peer assessment and self-reflection on learning is also essential (Leko et al, 2015;Seroussi et al, 2019) as it allows learning from mistakes (Hattie and Timperley, 2007). For example, through performance observation in simulations or real enactments (in person or by video) (Anthony et al, 2015;DeMink-Carthew et al, 2017;Mitchell and Reid, 2017).…”

Section: Feedback On Assessment Tasks Within Practice-based Curriculummentioning

confidence: 99%

Feedback as an opportunity to promote lifelong learning in pre-service teachers: a mixed methods study

Matsumoto-Royo,

Conget,

Ramírez-Montoya

2023

Front. Educ.

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The aim of this study was to investigate whether, within a practice-based curriculum, feedback on the assessment tasks provided during campus coursework offers opportunities to promote lifelong learning dispositions in pre-service teachers. For this, pre-service teachers (n = 231) completed a validated questionnaire regarding lifelong learning dispositions. Then, feedback from assessment tasks (n = 14) was analyzed to identify claims related to curiosity, motivation, perseverance, and self-regulation of learning. Finally, in-depth interviews were conducted with pre-service teachers (n = 8) to explore their perspectives on feedback and lifelong learning dispositions. Data triangulation was used to confirm and add depth to the findings. Feedback on assessment tasks provided during campus course work promotes lifelong learning dispositions when: (i) tied to authentic tasks, (ii) is provide not only by teacher educators but also by peers, (iii) incorporates both positive and negative comments, along with practical advice. The implication of findings for teacher education is discussed.

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“…Yet, it is not always accepted by students [23] and a negative attitude towards PFB also impairs the benefits it can bring [24,25]. The involvement of social interactions in peer feedback influences its outcomes in complex ways [12,21,26,27]: for instance, discomfort due to the fear of hurting a peer may diminish the motivation to participate in PFB [28], and peer pressure often impairs the reliability of the feedback [26,29]. Thus, this learning method suffers from both a gender bias and gender differences: the content of PFB is sometimes guided by the receiver's gender (gender bias) [30,31], and students' willingness and ways to provide PFB seems to be gender-dependent (gender difference).…”

Section: The Possible Gender Discrepancies In Peer Feedbackmentioning

confidence: 99%

“…Yet, not every participative learning strategy implies genders equity. Specifically, providing peer feedback is sometimes experienced quite differently by male and female students [9][10][11][12][13].…”

Section: Introductionmentioning

confidence: 99%

‘A Different Voice’ in Peer Feedback: Gender Specificity in Students’ Willingness to Provide Peer Feedback

Seroussi,

Peled,

Sharon

et al. 2023

Education Sciences

Self Cite

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In the context of the efforts to reach equity in the classroom, peer feedback (PFB) is used, among other participative learning methods, as it is considered to minimize gender differences. Yet, recent studies have reported gender discrepancies in students’ willingness to provide feedback to their peers. Building on Gilligan’s theory of moral development, we tried to refine the source of this difference. We conducted a semi-experimental study during which education students of both genders performing a PFB activity in a face-to-face course were asked to fill out a questionnaire. This allowed us to estimate the link between, on the one hand, the comfort in providing PFB and the willingness to provide PFB, and on the other hand, personal characteristics like self-esteem, self-efficacy, and empathic concern, and intellectual characteristics like self-efficacy in the learned discipline and the proficiency to write and understand feedback. The linear regression analysis of 57 students’ answers to the questionnaire did not reveal gender differences in comfort in providing PFB and willingness to do so, but showed that the comfort in providing PFB was linked to cognitive proficiency in students of both genders, whereas the willingness to provide PFB was independent of any other variables in men and linked to self-esteem, empathic concern, and comfort in providing feedback in women. This result indicates a differential sensitivity to social factors in male and female students, aligning with Gilligan’s model of women’s ‘ethics of care’. Possible applications in education would be the use of PFB to train women in self-esteem or, inversely, the improvement of psychological safety in PFB exercises in groups including female students.

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Reflections on peer feedback in disciplinary courses as a tool in pre-service teacher training

Cited by 8 publications

References 92 publications

Effects of a digital support tool on student teachers’ knowledge about, assessment of, and feedback on self-regulated learning

Effects of a digital support tool on student teachers’ knowledge about, assessment of, and feedback on self-regulated learning

Feedback as an opportunity to promote lifelong learning in pre-service teachers: a mixed methods study

‘A Different Voice’ in Peer Feedback: Gender Specificity in Students’ Willingness to Provide Peer Feedback

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