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Making internal feedback explicit: exploiting the multiple comparisons that occur during peer review
Assessment & Evaluation in Higher Education ( IF 4.440 ) Pub Date : 2021-06-17 , DOI: 10.1080/02602938.2021.1924620
David Nicol 1 , Suzanne McCallum 1
Affiliation  

Abstract

This article explores peer review through the lens of internal feedback. It investigates the internal feedback that students generate when they compare their work with the work of peers and with comments received from peers. Inner feedback was made explicit by having students write an account of what they were learning from making these different comparisons. This allowed evaluation of the extent to which students’ self-generated feedback comments would match the feedback comments a teacher might provide, and exploration of other variables hypothesized to influence inner feedback generation. Analysis revealed that students’ self-generated feedback became more elaborate from one comparison to the next and that this, and multiple simultaneous comparisons, resulted in students’ generating feedback that not only matched the teacher’s feedback but surpassed it in powerful and productive ways. Comparisons against received peer comments added little to the feedback students had already generated from comparisons against peer works. The implications are that having students make explicit the internal feedback they generate not only helps them build their metacognitive knowledge and self-regulatory abilities but can also decrease teacher workload in providing comments.



中文翻译:

明确内部反馈:利用同行评审期间发生的多重比较

摘要

本文从内部反馈的角度探讨同行评审。它调查学生在将自己的工作与同龄人的工作以及从同龄人那里收到的评论进行比较时产生的内部反馈。通过让学生写下他们从进行这些不同的比较中学到的东西来明确内部反馈。这允许评估学生自我生成的反馈评论与教师可能提供的反馈评论的匹配程度,并探索假设影响内部反馈生成的其他变量。分析显示,学生的自我生成反馈从一次比较到下一次比较变得更加精细,而且这个以及多个同时比较,导致学生产生的反馈不仅与教师的反馈相匹配,而且以强大而富有成效的方式超越了它。与收到的同行评论的比较对学生已经从与同行作品的比较中产生的反馈几乎没有增加。这意味着让学生明确表达他们产生的内部反馈不仅有助于他们建立元认知知识和自我调节能力,而且还可以减少教师提供评论的工作量。

更新日期:2021-06-17
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