Making judgements
Investigating the Process of Composing and Receiving Peer Feedback
Bibliographic Data
| ID | 4097494 |
|---|---|
| Authors | Teresa Mcconlogue (University College London, corresponding author) |
| Year | 2015 |
| Volume | 40 |
| Issue | 9 |
| Pages | 1495-1506 |
| Publication date | 2015-10-21 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Studies in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0307-5079 • E-ISSN: 1470-174X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/03075079.2013.868878 |
| OpenAlex | W2162197307 |
| Language | EN |
| Citations received | 48 |
| References cited | 30 |
Recent studies have argued that tutor feedback is failing to support students' progression. The potential for peer feedback, i.e. feedback composed by peer assessors, to support learning has been under researched. The aim of this paper was to explore a case study of a peer assessor composing and receiving peer feedback. The paper reports a case study tracking a peer assessor through the process of grading and composing peer comments and her reactions to receiving peer feedback. The data consist of feedback comments, reflections and a series of interviews. It was found that while the process of composing feedback comments was viewed positively, receiving comments was, on the whole, viewed negatively. The author suggests helping students to become peer assessors is a long-term process; initial peer feedback should be withheld. As students develop expertise in the subject matter and in composing feedback, comments could be exchanged
Higher education · Mathematics education · Peer evaluation · Peer feedback · Peer review · Political science · Computer Science · Evaluation of Teaching Practices · Psychology · Reflective Practices in Education · Social Psychology · Student Assessment and Feedback
The role of tutor's questioning in mentoring learners' responses to and uptake of feedback on writing
Is Peer Feedback Helpful When Learning Literature Review Writing? A Study of Feedback Features and Quantity
Dialogue within peer feedback processes
From teacher transmission of information to student feedback literacy
Leveraging generative AI to facilitate peer feedback in collaborative argumentation learning
Student appreciation of peer feedback increases following participation in a multi-strategy feedback schedule
Continuous assessment for learning
L’évaluation continue pour apprendre
Students’ feedback experiences and expectations pre- and post-university entry
Teachers’ questions and learners’ responses in teaching and learning English as a foreign language in Tanzania’s secondary schools
Accuracy of self-evaluation in a peer-learning environment
Are they ready? An investigation of university students’ difficulties in peer assessment from dual perspectives
Exploring student engagement with peer feedback on L2 writing
Impacts of interactions between peer assessment and learning styles on students’ mobile learning achievements and motivations in vocational design certification courses
Impact of an instructional guide and examples on the quality of feedback
Improving the understanding of written peer feedback through face-to-face peer dialogue
Online peer feedback via Moodle forum
The development of secondary students’ feedback literacy
Using AI ‐supported peer review to enhance feedback literacy
Activating students in feedback and assessment processes in physical education
Peer Feedback for Teaching Communication Skills
Learner engagement with automated feedback, peer feedback and teacher feedback in an online EFL writing context
Developing culturally-situated student feedback literacy through multi-peer feedback giving
The effects of peer assessment on learner autonomy
The effects of peer feedback provision and reception on lower-proficiency EFL learners’ writing development
The development of student feedback literacy
Balancing supportive relationships and developing independence
The impact of formative peer feedback on higher education students’ academic writing
An empirical study of peer feedback in translation didactics
The development of student feedback literacy
Making internal feedback explicit
The power of internal feedback
Making peer feedback work
Enhancing the structure of feedback forms increases trustworthiness and usefulness of peer feedback
Peer feedback on academic writing
Implementing summative assessment with a formative flavour
Formative assessment
Students’ experience of making and receiving peer assessment
Integrating GenAI feedback and dialogic peer feedback to improve academic writing performance and revision practices
Assessing postgraduate student perceptions and measures of learning in a peer review feedback process
Self-regulating writers’ uses and non-uses of peer feedback
More enjoyable to give or to receive? Exploring students’ emotional status in their peer feedback of academic writing
Making internal feedback explicit
Exploring Supervisory Feedback Formulation on Academic Writing of Research Proposals and Postgraduates’ Responses to Feedback
A scoping review of feedback in physical education
Opening Pandora's Box
The role of self and peer assessment in Higher Education
Electronic Peer Feedback, EFL Academic Writing and Reflective Thinking
Peer feedback
Improving the effectiveness of peer feedback for learning
Formative assessment in higher education
Scaffolded writing and rewriting in the discipline
Student Writing as 'Academic Literacies'
The art of case study research
Personal Knowledge
InterViews
Feedback
From monologue to dialogue
Beyond feedback
Assessment literacy
The impact of an elaborated assessee’s role in peer assessment
Students’ experience of peer assessment in a professional course
Exploring the use of peer assessment as a vehicle for closing the gap between feedback given and feedback used
But is it fair? Developing students’ understanding of grading complex written work through peer assessment
Indeterminacy in the use of preset criteria for assessment and grading
Naturalistic inquiry
Student writing in higher education
Differing perceptions in the feedback process
| Unique citing works | 48 |
|---|---|
| Citations per year | 4,8 |
| Citation span | 2016 - 2026 (11) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 46 |