Assessment Criteria Engagement and Peer-Feedback Quality in Higher Education
Implementing an Engagement Strategy in a Teacher Training Class
Bibliographic Data
| ID | 22048754 |
|---|---|
| Authors | Elena Cano (0000-0003-2866-5058, Universitat de Barcelona), Maite Fernández-Ferrer (0000-0002-2941-0658, Universitat Oberta de Catalunya, corresponding author) |
| Year | 2025 |
| Volume | 15 |
| Issue | 9 |
| Pages | 1151 |
| Publication date | 2025-09-04 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci15091151 |
| OpenAlex | W4413989641 |
| Language | EN |
| References cited | 35 |
Evaluative judgement is a necessary ability for future primary teachers not only to reflect on their teaching practice but also because they will need to help their students to develop this ability. Higher feedback quality implies a better ability to critically assess a peer’s assignment; thus, it can be seen as an indicator of evaluative judgement. Engagement with assessment criteria could improve evaluative judgement and, thus, feedback quality. This paper aims to examine the effects of assessment criteria engagement strategies on pre-service teachers’ peer-feedback quality and development of evaluative judgement. Two groups of university students were compared. While in one of the experiences the teacher students were only informed about the criteria, in the other one, a specific task was planned to encourage students’ engagement with those criteria. The results, based on the analysis of the feedback content, suggest that engagement with assessment criteria positively contributes to higher peer-feedback quality and, thus, the development of evaluative judgement. Therefore, initial teacher education should provide opportunities for students to engage with assessment criteria
Higher education · Mathematics education · Medical education · Pedagogy · Peer Assessment · Peer evaluation · Peer feedback · Peer review · Political science · Student engagement · Computer Science · Higher Education Learning Practices · Medicine · Psychology · Reflective Practices in Education · Student Assessment and Feedback
Supporting Learners' Agentic Engagement With Feedback
The feedback triangle and the enhancement of dialogic feedback processes
Developing evaluative judgement
A review of feedback models and typologies
Improving the effectiveness of peer feedback for learning
Feedback and Self-Regulated Learning
How pre-service teachers perceive their 21st-century skills and dispositions
Feedback as an assessment for learning tool
The impact of formative peer feedback on higher education students’ academic writing
Moving feedback forward
Student perspectives on formative feedback as part of writing portfolios
Effectiveness of feedback
Rethinking feedback practices in higher education
What makes for effective feedback
Peer Assessment Training in Teacher Education
Comparing student learning experiences of in-text commentary and rubric-articulated feedback
An empirical review of anonymity effects in peer assessment, peer feedback, peer review, peer evaluation and peer grading
Indeterminacy in the use of preset criteria for assessment and grading
Improvement in the quality of feedback as an indication of the development of evaluative judgement
Using scaffolding strategies to improve formative assessment practice in higher education
Feedback loops and the longer-term
Teacher assessment literacy
Developing assessment literacy through approximations of practice
The development of student feedback literacy
The Power of Feedback
Formative assessment and self-regulated learning
What makes good feedback good
| Citation velocity | historical |
|---|---|
| Highly cited | No |