What kind of matching groups makes students benefit more? The role of reviewer expertise and document quality within-groups

Datos Bibliográficos

ID7985708
AutoresZheng Zong (0000-0002-2421-1545, China University of Political Science and Law), Christian D Schunn (0000-0003-3589-297X, University of Pittsburgh, autor de correspondencia)
Año2025
Volumen254
Páginas104825-104825
Fecha de publicación2025-02-26
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaActa Psychologica (JOURNAL)
Identificadores de la revistaISSN: 0001-6918 • E-ISSN: 1873-6297
EditorialElsevier BV (PUBLISHER)
DOI10.1016/j.actpsy.2025.104825
PMID40015141
OpenAlexW4407958008
IdiomaEN
Citas recibidas1
Referencias citadas48

Peer feedback has proven to be practically helpful for students in achieving learning outcomes, especially through peer feedback among students in matching achievement groups. However, some researchers have raised concerns about whether students would be better served by being matched with different achievement groups rather than 'random' or same-level matching methods. No studies have investigated whether other ways of matching groups would change outcomes. The study examined the impact of reviewers' expertise and document quality changes on learning outcomes in the matching group through a large dataset involving three large biology courses. Results reveal that matching groups with high reviewer competence are associated with higher learning outcomes for students with low performance. Although receiving more feedback is often negatively associated with learning, receiving more feedback from those with high reviewer expertise is positively related to learning. The study further suggests that educators can focus on the overall competence of members in the assigned reviewers instead of finding matching individuals. In addition, educators and researchers should consider the roles of both providing and receiving feedback based on the ability of matching groups. Future research could use questionnaires or experimental methods to examine student motivation and further determine the causal relationship between the relative benefits/risks of different matching groups on learning outcomes

Epistemology · Group (periodic table · Matching (statistics · Mathematics education · Quality (philosophy · Statistics · Chemistry · Evaluation of Teaching Practices · Mathematics · Orthopedic Surgery and Rehabilitation · Psychology · Social Psychology · Student Assessment and Feedback