NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1299195
Record Type: Journal
Publication Date: 2021-Jun
Pages: 11
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1059-0145
EISSN: N/A
Giving Feedback on Peers' Concept Maps in an Inquiry Learning Context: The Effect of Providing Assessment Criteria
Dmoshinskaia, Natasha; Gijlers, Hannie; de Jong, Ton
Journal of Science Education and Technology, v30 n3 p420-430 Jun 2021
Giving and receiving peer feedback is seen as an important vehicle for deep learning. Defining assessment criteria is a first step in giving feedback to peers and can play an important role in feedback providers' learning. However, there is no consensus about whether it is better to ask students to think about assessment criteria themselves or to provide them with ready-made assessment criteria. The current experimental study aims at answering this question in a secondary school STEM educational context, during a physics lesson in an online inquiry learning environment. As a part of their lesson, participants (n = 93) had to give feedback on two concept maps, and were randomly assigned to one of two conditions--being provided or not being provided with assessment criteria. Students' post-test scores, the quality of feedback given, and the quality of students' own concept maps were analyzed to determine if there was an effect of condition on feedback providers' learning. Results did not reveal an advantage of one condition over the other in terms of learning gains. Possible implications for practice and directions for further research are discussed.
Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://bibliotheek.ehb.be:2123/
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A