Christian D Schunn
Biographic Data
| ID | 5092405 |
|---|---|
| NAME | Christian D Schunn |
| GIVEN NAMES | Christian D |
| FAMILY NAME | Schunn |
| SIGNATURE | SCHUNN C D |
| AFFILIATIONS | University of Pittsburgh |
| ORCID | 0000-0003-3589-297X |
| VERIFIED | Yes |
| TOTAL WORKS | 67 |
| TOTAL CITATIONS | 13 |
| AUTHOR COUNT | 66 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 2006 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Systematic peer back-evaluation was associated with higher-quality feedback and stronger task performance than sampled teacher monitoring in an EFL translation course
Understanding peer feedback uptake
Background Although the significance of responding to peer feedback for enhancing learning is well-established, research on the prediction of perceived peer feedback literacy and situational factors on students' uptake behaviors remains limited. Aim This study aims to explore how perceived Peer Feedback Literacy (PFL) and perceived situational factors (i.e., perceived essay quality, understanding of received feedback, and agreement with received …
From Math to ELA
This qualitative case study explored how four high school English Language Arts teachers engaged with a Community Cultural Wealth (CCW) pedagogical framework originally developed for mathematics instruction. Teachers participated in a workshop series that introduced them to an empirically‐derived CCW pedagogical framework and explored its application to ELA contexts. Through semi‐structured interviews, we analyzed teachers' descriptions of their …
Home language use in mathematics classrooms supports processing, not just input–output work
While classrooms in the United States serve an increasingly multilingual student population, the de facto medium-of-instruction policy in most schools is English immersion. Additionally, although evidence suggests that student discussion is crucial to conceptual understanding in mathematics learning, multilingual students and classified English learners in particular tend to rarely engage in meaningful, academically-oriented discussion throughout…
Questioning Your Brilliance in Physics
Students' domain‐specific mindsets and their beliefs about their capacity to improve through effort play a crucial role in shaping their experiences and decisions to persist in STEM disciplines. Physics is generally seen as a field requiring innate brilliance, which can reinforce fixed mindsets, particularly after initial setbacks in performance that are common in introductory university courses. In this study, we examine changes in fixed mindset…
Beyond small gains
The power of praise
Peer feedback has been widely recognised as an effective pedagogical strategy in traditional contexts, yet little empirical work has occurred in interest-based learning settings. While prior work has emphasised the importance of cognitive features in peer feedback, especially for the provider’s learning, this study investigated whether affective features might play a stronger role in predicting learning, especially for the receiver, in an interes…
Supporting experts to develop experts
Adaptive expertise is central to teachers’ ability to facilitate ambitious, “student-centered” instruction in K-12 classrooms. Teachers are supported to develop adaptive expertise when they are provided opportunities to build their pedagogical knowledge and reasoning skills in authentic, “practice-based” professional learning contexts. In this article, we illustrate in depth how one empirically supported routine, Mental Simulations for Teacher Re…
Which experiences are consistently associated with other-regulation of peer feedback length
Network, school, and student demographic level effects of a networked improvement community on student reading outcomes
Networked Improvement Communities, or NICs, are a type of research-practice partnership that have become a popular approach to large-scale educational change. Despite the growing prevalence of NICs in education, however, there is little research on their effects on student outcomes, particularly with attention to their multi-level complexity and whether they lead to more equitable outcomes. In this study, we test an approach for evaluating the ef…
When student evaluation of teaching is no longer indicative
Student evaluations of teaching (SETs) are widely used in educational institutions to assess instructional quality, but concerns about potential negative effects are growing. We developed a new SET instrument, administered multiple times throughout the semester, focused on aspects students could meaningfully evaluate and instructors could act upon in large lecture psychology classrooms. Factor analyses of data collected from 883 students across t…
Feedback familiarity explains why some students don’t like peer review
Computer-based peer review systems have received extensive attention due to their rapid development and broad application. Although studies have generally found strong assessment validity and positive learning effects, several have found negative reactions in students. More work is needed to understand the reasons for students' negative reactions to an approach that generally shows benefits for students. Applying a stressor-strain-outcome framewo…
Predicting the changing relationship between students’ self-concepts and task perceptions in peer feedback
Sustainable peer feedback practices heavily depend on students’ perceptions of the peer feedback task as well as their self-concepts as peer feedback participants. While empirical studies often focus on one of these two aspects, they frequently overlook the relationship between the two. This mixed-method, longitudinal study surveyed 100 first-year undergraduates twice to examine the relationship between their evolving task perceptions and self-co…
Consistency in providing peer feedback
The value of peer feedback for learning depends upon students regularly providing high-quality feedback to their peers, but little is known about the factors influencing feedback-providing behaviors. This study explores the consistency of students’ feedback-providing behaviors and its relations to students’ writing ability (an individual differences factor) and reviewed essay quality (a situational factor). Feedback-providing behaviors were model…
Humanizing pedagogies and student‐centered instruction in a networked improvement community
Improved English Language Arts instruction within classrooms and schools that typically serve low‐income, English Language Learners, and Students with Special Needs is important for ensuring all students receive rigorous and inclusive instruction. From the case of a Networked Improvement Community focused on improving instructional practices through student‐centered routines, this research explores the role of humanizing pedagogies in enabling ef…
What kind of matching groups makes students benefit more? The role of reviewer expertise and document quality within-groups
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 chan…
Interconnecting peer feedback literacy
Feedback, feedback-on-feedback and re-feedback
Dialogic peer feedback has been recommended and increasingly used in English as a foreign language writing context, yet the specific effects of peer-to-peer written dialogue about feedback remain under-researched. Using a quasi-experimental design, this empirical study investigated the effects of the presence/absence of written dialogue between the peer feedback provider and receiver on students’ provision of feedback, adoption of received feedba…
Peer feedback that consistently supports learning to write and read
Meta-analyses suggest that peer feedback is particularly useful for learning, but additional research is needed to understand the large variation in effect sizes that is regularly seen. We examined the relationship between amount of provided and received feedback with growth in writing and reading performance in English as a Foreign Language (EFL) learners across multiple assignments. Only provided comments, and in particular comments on meaning-…
When my teacher speaks Spanish, my math classroom experience changes
As the population of emergent bilingual students in the United States continues to grow, it has become increasingly important to ensure that content area instruction is linguistically and culturally inclusive and accessible. Longitudinal survey and state mathematics assessment data were used to examine how the use of students' home language in the English-medium mathematics classroom related to growth in student achievement and attitudes towards …
Cultivating and leveraging the community cultural wealth of black students in high cognitive demand elementary mathematics classrooms
EFL student engagement with giving peer feedback in academic writing
The Importance of Separating Appropriateness into Impact and Feasibility for the Psychology of Creativity
Scientific progress on creativity research depends on having properly operationalized measures. In psychological research on creativity, it is common to operationalize creativity as the combination of novelty and appropriateness. However, the operationalization of appropriateness varies widely across researchers, studies, and domains (e.g. technical goodness, significance, elegance, usefulness, and feasibility). We argue that a core distinction b…
Understanding the what and when of peer feedback benefits for performance and transfer
Supporting skill integration in an intelligent tutoring system for code tracing
When Making the Grade Isn’t Enough
Women take qualifying exams and enter medical school at substantially lower levels than predicted by their interest in medical degrees at the end of high school. We examined how science course experiences contribute to gendered attrition in premed using a multicohort data set of 8,253 undergraduates taking the traditional premed sequence of introductory science courses at a public research university between 2008 and 2016. Gendered attrition was …
Are we ready for citywide learning? Examining the nature of within‐ and between‐program pathways in a community‐wide learning initiative
Learning and development occur over time across multiple settings both in‐ and out‐of‐school. However, educational programs have not been designed for coordination across settings. Successfully supporting community‐wide youth learning requires greater understanding of how youth may move between settings and the learning pathways available to them. We investigated this topic with data from the adult leaders of 17 programs that participated in a re…
Social Biases and Solutions for Procedural Objectivity
An empirically sensitive formulation of the norms of transformative criticism must recognize that even public and shared standards of evaluation can be implemented in ways that unintentionally perpetuate and reproduce forms of social bias that are epistemically detrimental. Helen Longino's theory can explain and redress such social bias by treating peer evaluations as hypotheses based on data and by requiring a kind of perspectival diversity that…
The Effects of Providing and Receiving Peer Feedback on Writing Performance and Learning of Secondary School Students
Research has shown that engaging students in peer feedback can help students revise documents and improve their writing skills. But the mechanistic pathways by which skills develop have remained untested: Does receiving and providing feedback lead to learning because it produces more extensive revision behavior or is such immediate implementation of feedback unnecessary? These pathways were tested through analyses of the relationships between fee…
What kind of matching groups makes students benefit more? The role of reviewer expertise and document quality within-groups
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 chan…
Validity and reliability of scaffolded peer assessment of writing from instructor and student perspectives.
Although peer reviewing of writing is a way to create more writing opportunities in college and university settings, the validity and reliability of peer-generated grades are a major concern. This study investigated the validity and reliability of peer-generated writing grades of 708 students across 16 different courses from 4 universities in a particular scaffolded reviewing context: Students were given guidance on peer assessment, used carefull…
Scaffolded writing and rewriting in the discipline
The nature of feedback
Students’ perceptions about peer assessment for writing
Social Biases and Solutions for Procedural Objectivity
An empirically sensitive formulation of the norms of transformative criticism must recognize that even public and shared standards of evaluation can be implemented in ways that unintentionally perpetuate and reproduce forms of social bias that are epistemically detrimental. Helen Longino's theory can explain and redress such social bias by treating peer evaluations as hypotheses based on data and by requiring a kind of perspectival diversity that…
Scientifically literate action
Scientific literacy can also be described as a level of public understanding of science that encourages one to act in concert with scientific consensus. Investigating actions concerned with environmental conservation, we examine the context specificity of this form of scientifically literate action and the differential motivations that predict such action across contexts. We report on a large sample of employees of a mixed urban/rural county in t…
Understanding the benefits of providing peer feedback
The nature of feedback
Although feedback is often seen as a critical component of the learning process, many open questions about how specific feedback features contribute to the effectiveness of feedback remain—especially in regards to peer feedback of writing. Nelson and Schunn (2009) identified several important features of peer feedback in their nature of feedback model. In the current study, we test an updated theoretical model that includes a broader set of featu…
Tracking reading strategy utilisation through pupillometry
Explicit reading strategies help low-knowledge readers make the inferences necessary to comprehend expository texts. Self-explanation is a particularly effective strategy, but it is challenging to monitor how well a reader is applying self-explanation without requiring the reader to externalise the self-explanations being generated. Studies have shown that different reading strategies vary in the amount of cognitive control required as well as th…
The Reliability and Validity of Peer Review of Writing in High School AP English Classes
One approach to writing instruction that has been shown to improve secondary students' academic writing without increasing demands on teachers' time is peer review. However, many teachers and students worry that students' feedback and assessment of their peers' writing is less accurate than teachers'. This study investigated whether Advanced Placement ( AP ) English students from diverse high school contexts can accurately assess their peers' wri…
Are we ready for citywide learning? Examining the nature of within‐ and between‐program pathways in a community‐wide learning initiative
Learning and development occur over time across multiple settings both in‐ and out‐of‐school. However, educational programs have not been designed for coordination across settings. Successfully supporting community‐wide youth learning requires greater understanding of how youth may move between settings and the learning pathways available to them. We investigated this topic with data from the adult leaders of 17 programs that participated in a re…
Measuring design innovation for project-based design assessment
Los enfoques instructivos para la adquisición de habilidades en procesos de diseño innovativo para ingenieros y diseñadores son fundamentales para desarrollar competencias de diseño. Se necesitan recursos que permitan una evaluación eficiente y válida de los resultados del diseño, sin embargo, los métodos de evaluación actuales no son adecuados para los proyectos heterogéneos de las clases de diseño basadas en proyectos auténticos como diseño fin…
The nature of science identity and its role as the driver of student choices
BACKGROUND: A major concern in science education involves the under-representation of many groups in science and technology fields, especially by gender (Brotman and Moore, J Res Sci Teach 45:971-1002, 2008; Clark Blickenstaff, Gend Educ 17:369-386, 2006), stemming from an intersection of systemic obstacles (Cantú, Equity Excell Educ 45:472-487, 2012; Rosa and Mensah, Phys Rev Phys Educ Res 12:020113, 2016). Research on persistence of minoritized…
Investigating the multidimensionality of engagement
Finding an optimal balance between agreement and performance in an online reciprocal peer evaluation system
Student attitudes that predict participation in peer assessment
Peer assessment has been widely applied to actively engage students in learning to write. However, sometimes students resist peer assessment. This study explores reviewers’ attitudes and other underlying factors that influence students’ participation in online peer assessment. Participants were 234 Chinese undergraduates from two different academic backgrounds: engineering majors (n = 168) and English majors (n = 66). Gender, academic background …
Accountability in peer assessment
We examined the influence of accountability on the consistency of peer ratings and quality of peer feedback by comparing three conditions: only rating accountability, only feedback accountability, or both rating and feedback accountability. From a large undergraduate course, 287 students’ peer ratings and peer feedback were coded for rating consistency, comment helpfulness, amount of feedback, and feedback features. Because only 30% of the studen…
How can educational research support practice at scale? Attending to educational designer needs
Curricula, assessments and teacher professional development programmes wield a powerful influence on teaching and learning enactment. Together with the interpretation of those using them, these products mediate the flow of ideas from research to practice. In most countries, those curricula, assessments and professional development programmes that become widely used are created by educational designers. Given their crucial function, it is surprisi…
Proceedings of the Twenty-Fourth Annual Conference of the Cognitive Science Society
The alignment of written peer feedback with draft problems and its impact on revision in peer assessment
Despite the wide use of peer assessment, questions about the helpfulness of peer feedback are frequently raised. In particular, it is unknown whether, how and to what extent peer feedback can help solve problems in initial texts in complex writing tasks. We investigated this research gap by focusing on the case of writing literature reviews in an academic writing course. The dataset includes two drafts from 21 students, sampled to represent a wid…
When Making the Grade Isn’t Enough
Women take qualifying exams and enter medical school at substantially lower levels than predicted by their interest in medical degrees at the end of high school. We examined how science course experiences contribute to gendered attrition in premed using a multicohort data set of 8,253 undergraduates taking the traditional premed sequence of introductory science courses at a public research university between 2008 and 2016. Gendered attrition was …
From feedback to revisions
Consequences of curricular adaptation strategies for implementation at scale
This study examines and compares how developers designed two primary science curricula to support teacher adaptation and enable use of innovative materials at scale. The two cases— Literacy Science (a science and literacy curriculum for grades 2–5) and Science as Inquiry (a curriculum focused on matter for grades 3–5)—were selected because the curricula shared many key features, yet the designers undertook the challenge of designing for adaptatio…
Perceived relevance of digital badges predicts longitudinal change in program engagement
Digital badges have long been assumed to possess motivational qualities that could encourage learners to engage with learning content. However, prior studies have found the effects of badges to be complex, differing by learner, type of badge, and potentially other factors. Qualitative reports suggest that individuals’ perceptions of digital badges may play a role in moderating badges’ effects: badges are only motivating when they are perceived as…
Changes in the reliability and validity of peer assessment across the college years
Although a variety of learning benefits of peer assessment have been documented, many concerns remain regarding its reliability and validity, especially for peers at early learning stages and for English as a foreign language (EFL) learners in general. Such concerns may prevent adoption of peer assessment for instruction. To help localize the appropriate contexts for peer assessment, this study examined whether reliability and validity of peer as…
Psychology (55 works) · Mathematics education (46 works) · Student Assessment and Feedback (40 works) · Peer feedback (35 works) · Computer Science (31 works) · Social Psychology (23 works) · Higher education (21 works) · Pedagogy (19 works) · Peer evaluation (19 works) · Evaluation of Teaching Practices (18 works)