Engaging in a collaborative space
Exploring the substance and impact of peer review conversations
Dados Bibliográficos
| ID | 19378564 |
|---|---|
| Autores | Jennifer Evarts Lineback (0000-0003-4955-1308, Point Loma Nazarene University, San Diego, CA, USA, autor correspondente), Elizabeth Holbrook (Point Loma Nazarene University, San Diego, CA, USA) |
| Ano | 2024 |
| Volume | 49 |
| Fascículo | 4 |
| Páginas | 556-571 |
| Data de publicação | 2024-05-18 |
| Peer Reviewed | Sim |
| Open Access | Não |
| Tipo | ARTICLE |
| Periódico | Assessment & Evaluation in Higher Education (JOURNAL) |
| Identificadores do periódico | ISSN: 0260-2938 • E-ISSN: 1469-297X |
| Editora | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02602938.2023.2290978 |
| OpenAlex | W4389546894 |
| Idioma | EN |
| Citações recebidas | 1 |
| Referências citadas | 33 |
Peer review offers benefits to post-secondary students and their instructors. In recent years, some instructors have shifted to virtual means of student peer review; however, face-to-face peer review is still a viable option. This mixed-methods study explored the substance of peer review conversations, as well as their impact on students’ academic writing, in a graduate-level research design course. Discourse analyses revealed that all peer review conversations displayed high levels of engagement. Results demonstrated that all students provided substantive comments to their peers, regardless of their scores on pre-draft papers. Peers consistently used mitigating and empathetic language with one another, which may have afforded students a better conduit for sharing constructive feedback. Final analyses of post-drafts revealed that students made revisions that aligned directly with peer feedback, which collectively resulted in higher post-draft scores. Conclusions underline that face-to-face peer review can support students academically and emotionally and encourage them to improve their writing
Collaborative writing · Constructive · Higher education · Mathematics education · Medical education · Pedagogy · Peer evaluation · Peer feedback · Peer review · Technical peer review · Computer Science · Evaluation of Teaching Practices · Higher Education Practises and Engagement · Psychology · Student Assessment and Feedback
Dialogue within peer feedback processes
Scaffolded writing and rewriting in the discipline
Students’ perceptions about peer assessment for writing
The Impact of Negotiation as a Social Practice on EFL Writing Peer Assessment Sessions
Utilizing Peer Review and Revision in STEM to Support the Development of Conceptual Knowledge Through Writing
‘Who expresses an honest opinion as it stands in Japan?’
Improving the understanding of written peer feedback through face-to-face peer dialogue
A Review of Literature on the Potentials and Problems of Face-to-Face and Online Peer Feedback and the Patterns of Interaction among ESL/EFL Learners in a Peer Feedback Environment
The effects of face-to-face and computer-mediated peer review on EFL writers’ comments and revisions
The impact of formative peer feedback on higher education students’ academic writing
From monologue to dialogue
Peer assessment in university teaching
Formative Peer Assessment of Academic Writing Between Postgraduate Students
Peer feedback on academic writing
Peer review and training
Peer Response Groups
Patterns of Interaction in ESL Pair Work
| Obras citantes distintas | 1 |
|---|---|
| Citações por ano | 1 |
| Intervalo de citações | 2026 - 2026 (1) |
| Velocidade de citação | current |
| Altamente citado | Não |
| Tipos de citação | Neutras: 1 |