How Do We Know It Works? Feedback Loops to Raise the Messy Middle in Online Formative Peer Assessment
Bibliographic Data
| ID | 21307652 |
|---|---|
| Authors | Catrina Mitchum, Rochelle Rodrigo, Sallie Koenig |
| Year | 2024 |
| Volume | 75 |
| Issue | 3 |
| Pages | 513-533 |
| Publication date | 2024-02-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | College Composition and Communication (JOURNAL) |
| Journal identifiers | ISSN: 0010-096X • E-ISSN: 1939-9006 |
| Publisher | National Council of Teachers of English (PUBLISHER • US) |
| DOI | 10.58680/ccc2024753513 |
| OpenAlex | W4396661684 |
| Language | EN |
| References cited | 24 |
Qualitative and then quantitative analysis of student review comments assessing peer review instructions found that students needed even more direction and structure than initially given. Specifically, shorter feedback statements—a twenty-one-to forty-word range—can be useful if they provide both evaluative and suggestive comments to guide revision
Formative assessment · Higher education · Mathematics education · Pedagogy · Peer evaluation · Peer feedback · Political science · Sociology · Computer Science · Evaluation of Teaching Practices · Higher Education Learning Practices · Psychology · Student Assessment and Feedback
Rethinking Assessment in Higher Education
Understanding the benefits of providing peer feedback
From feedback to revisions
Supporting Learners' Agentic Engagement With Feedback
Learning by reviewing.
To give is better than to receive
Why Minimal Guidance During Instruction Does Not Work
Teacher feedback literacy and its interplay with student feedback literacy
A Queer Praxis for Peer Review
From monologue to dialogue
Beyond feedback
Rethinking feedback practices in higher education
Training students to become successful peer reviewers
The development of student feedback literacy
The Power of Feedback
| Citation velocity | historical |
|---|---|
| Highly cited | No |