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

Dados 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 correspondente)
Ano2025
Volume254
Páginas104825-104825
Data de publicação2025-02-26
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoActa Psychologica (JOURNAL)
Identificadores do periódicoISSN: 0001-6918 • E-ISSN: 1873-6297
EditoraElsevier BV (PUBLISHER)
DOI10.1016/j.actpsy.2025.104825
PMID40015141
OpenAlexW4407958008
IdiomaEN
Citações recebidas1
Referências 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