ERIC Number: EJ1426651
Record Type: Journal
Publication Date: 2024
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0260-2938
EISSN: EISSN-1469-297X
Engaging in a Collaborative Space: Exploring the Substance and Impact of Peer Review Conversations
Jennifer Evarts Lineback; Elizabeth Holbrook
Assessment & Evaluation in Higher Education, v49 n4 p556-571 2024
Peer review offers benefits to post-secondary students and their instructors. In recent years, some instructors have shifted to virtual means of student peer review; however, face-to-face peer review is still a viable option. This mixed-methods study explored the substance of peer review conversations, as well as their impact on students' academic writing, in a graduate-level research design course. Discourse analyses revealed that all peer review conversations displayed high levels of engagement. Results demonstrated that all students provided substantive comments to their peers, regardless of their scores on pre-draft papers. Peers consistently used mitigating and empathetic language with one another, which may have afforded students a better conduit for sharing constructive feedback. Final analyses of post-drafts revealed that students made revisions that aligned directly with peer feedback, which collectively resulted in higher post-draft scores. Conclusions underline that face-to-face peer review can support students academically and emotionally and encourage them to improve their writing.
Descriptors: Cooperation, Peer Evaluation, Dialogs (Language), Writing Achievement, Graduate Students, Learner Engagement, Feedback (Response), Revision (Written Composition), In Person Learning, Peer Relationship, Research Design, Graduate Study
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: California
Grant or Contract Numbers: N/A