Using feedback requests to actively involve assessees in peer assessment: effects on the assessor’s feedback content and assessee’s agreement with feedback

Abstract

Criticizing the common approach of supporting peer assessment through providing assessors with an explication of assessment criteria, recent insights on peer assessment call for support focussing on assessees, who often assume a passive role of receivers of feedback. Feedback requests, which require assessees to formulate their specific needs for feedback, have therefore been put forward as an alternative to supporting peer assessment, even though there is little known about their exact impact on feedback. Operationalizing effective feedback as feedback that (1) elaborates on the evaluation, and (2) to which the receiver is agreeable, the present study examines how these two variables are affected by feedback requests, compared to an explanation of assessment criteria in the form of a content checklist. Situated against the backdrop of a writing task for 125 first-year students in an educational studies program at university, the study uses a 2x2 factorial design that resulted in four conditions: a control, feedback request, content checklist, and combination condition. The results underline the importance of taking message length into account when studying the effects of support for peer assessment. Although feedback requests did not have an impact on the raw number of elaborations, the proportion of informative elaborations within feedback messages was significantly higher in conditions that used a feedback request. In other words, it appears that the feedback request stimulated students to write more focused messages. The use of a feedback request did, however, not have a significant effect on agreement with feedback.

Scaffolding peer-assessment skills: Risk of interference with learning domain-specific skills?

“…By providing students with carefully constructed rubrics and aggregating the assessments of four peers, their reliability and validity are even similar to those of teacher assessments (Cho, Schunn, & Wilson, 2006). In a setting that was less unidirectional and allowed some communication between feedback provider and https://doi.org/10.1016/j.learninstruc.2018.11.007 Received 30 January 2018; Received in revised form 9 November 2018; Accepted 25 November 2018 receiver, it was demonstrated that assessors included more informative elaborations in the peer assessment when they received specific feedback requests from their peers beforehand (Voet, Gielen, Boelens, & de Wever, 2017). What remains unclear, however, is whether the effect of the aforementioned initiatives on assessors' learning persists when the support is no longer offered.…”

The effect of peer modelling and discussing modelled feedback principles on medical students’ feedback skills: a quasi-experimental study

“…This seems to be an unresearched area. To our knowledge, the criteria 'evaluation', 'explanation' and 'suggestion' (or similar criteria) have only been used to analyse written peer feedback on academic writing [54][55][56][57] or concept maps [58]. Therefore, we also applied the feedback training to a writing task.…”

Using natural language processing to support peer‐feedback in the age of artificial intelligence: A cross‐disciplinary framework and a research agenda

“…Prior studies have provided support measures , such as evaluation rubrics, worked examples, and templates with assessment criteria (Alemdag & Yildirim, 2022; Alqassab et al, 2018b; Gielen & De Wever, 2015; Peters et al, 2018; Rotsaert et al, 2018; Voet et al, 2018). Adaptive support measures might highlight or annotate the structural or content aspects of initial solutions—essentially analogous to the support measures for task processing.…”