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ERIC Number: EJ1360802
Record Type: Journal
Publication Date: 2022
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0260-2938
EISSN: EISSN-1469-297X
What Makes Students Contribute More Peer Feedback? The Role of Within-Course Experience with Peer Feedback
Zong, Zheng; Schunn, Christian; Wang, Yanqing
Assessment & Evaluation in Higher Education, v47 n6 p972-983 2022
The success of peer feedback approaches to instruction depends upon students contributing in-depth feedback to their peers. Prior researchers have examined the role of general attitudes towards peer feedback, but how experiences, especially the performance information during peer feedback, influence the subsequent amount of feedback that students provide to peers has received little attention. This study investigated what experience factors from one assignment predicted growth or declines in the amount of peer feedback provided on the next assignment in a course with many peer feedback assignments. Data on peer feedback experiences and behaviors across multiple assignments were taken from students across two programming courses (N = 149). Negative binomial regression analyses reveal three experiences in the prior assignment predicted growth in length of comments provided to peers: receiving more comments, doing well on the task, and receiving recognition for good reviewing (when not doing well). Implications for practice are presented.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China
Grant or Contract Numbers: N/A