ITEM METADATA RECORD
Title: A comparative study of peer and teacher feedback and of various peer feedback forms in a secondary school writing curriculum
Authors: Gielen, Sarah ×
Tops, Lies
Dochy, Filip
Onghena, Patrick
Smeets, Stijn #
Issue Date: Feb-2010
Publisher: Carfax Pub. Co.
Series Title: British Educational Research Journal vol:36 issue:1 pages:143-162
Abstract: This study examines whether peer feedback can be a substitute for teacher feedback and which measures can be taken to improve its effectiveness. A pre-test post-test control group design examined the long-term learning effects of individual peer feedback and of collective teacher feedback on writing assignments in secondary education. Moreover, it examined the added value of a priori question forms and a posteriori reply forms aimed at supporting the assessee’s response to peer feedback. The study supports the ‘non-inferiority’ hypothesis of there being no significant difference in students’ progress after plain substitutional peer feedback or teacher feedback. Both groups (plain peer feedback and teacher feedback), however, improved significantly less than the groups that worked with question or reply forms, confirming the added-value of these forms. Almost half of the students found the received peer feedback helpful, but less than a quarter considered giving feedback an aid in their own learning process.
ISSN: 0141-1926
Publication status: published
KU Leuven publication type: IT
Appears in Collections:Methodology of Educational Sciences
Educational Sciences Research Units (-)
Education and Training
× corresponding author
# (joint) last author

Files in This Item:
File Description Status SizeFormat
BERJ Gielen et al 2010.pdfMain article Published 337KbAdobe PDFView/Open Request a copy

These files are only available to some KU Leuven Association staff members

 




All items in Lirias are protected by copyright, with all rights reserved.

© Web of science