Effects of a formative assessment script on how vocational students generate formative feedback to a peer’s or their own performance

• Autores: Olaf Peters, Hermann Körndle, Susanne Narciss
• Localización: European Journal of Psychology of Education, ISSN-e 1878-5174, ISSN 0256-2928, Vol. 33, Nº 1, 2018 (Ejemplar dedicado a: Promoting learning by leveraging the collaborative nature of formative peer assessment with instructional scaffolds / coord. por Jan-Willem Strijbos, Astrid Wichmann), págs. 117-143
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Dialnet Métricas: 2 Citas
• Resumen

  • The purposes of this study are threefold: It investigates effects of a formative assessment script (FAS) that was designed to support vocational students in generating feedback to (1) a peer’s and (2) their own performance. Effects of the FAS are investigated with respect to quantitative and qualitative characteristics of the peer and internal feedback generated by the students. Furthermore, this study examines (3) if generating peer feedback is beneficial for assessor’s generation of subsequent internal feedback. In a two-factorial quasi-experimental study, 75 vocational students firstly produced individual drafts for a typical technical planning task. Next, students either generated peer feedback (with vs. without FAS support) on a fictitious erroneous peer draft and subsequently on their own drafts or generated internal feedback only (with vs. without FAS support). Results yield beneficial effects of the FAS on generating peer feedback. Students, who were supported by the FAS-generated more comments on the peer draft, were more sensitive in detecting errors and missing information in the peer draft and generated more suggestions for improvement. With respect to assessors’ internal feedback generation, this study revealed mixed results. On the one hand, FAS-supported students generated more comments and ignored fewer erroneous elements in their own drafts. On the other hand, they neither detected more missing information nor generated more suggestions on how to improve their own drafts than students without FAS support. Unexpectedly, generating peer feedback prior to generating internal feedback had no effects on the quality of assessors’ subsequent internal feedback.

• Referencias bibliográficas
  • Andrade, H. L. (2010). Students as the definitive source of formative feedback. In H. L. Andrade & G. J. Cizek (Eds.), Handbook of formative...
  • Atkinson, R. K., & Renkl, A. (2007). Interactive example-based learning environments: using interactive elements to encourage effective...
  • Boud, D., & Falchikov, N. (2006). Aligning assessment with long-term learning. Assessment & Evaluation in Higher Education, 31(4),...
  • Brown, G. T., & Harris, L. R. (2013). Student self-assessment. The SAGE handbook of research on classroom assessment, 367–393.
  • Brown, G. T. L., Andrade, H. L., & Chen, F. (2015). Accuracy in student self-assessment: directions and cautions for research. Assessment...
  • Butler, R. (2011). Are positive illusions about academic competence always adaptive, under all circumstances: new results and future directions....
  • Cho, Y. H., & Cho, K. (2011). Peer reviewers learn from giving comments. Instructional Science, 39(5), 629–643.
  • Cho, K., & MacArthur, C. (2010). Student revision with peer and expert reviewing. Learning and Instruction, 20(4), 328–338.
  • Davies, P. (2006). Peer assessment: judging the quality of students’ work by comments rather than marks. Innovations in Education and Teaching...
  • Dillenbourg, P. (2002). Over-scripting CSCL. In P. A. Kirschner (Ed.), Three worlds of CSCL: Can we support CSCL? (pp. 61–91). Heerlen: Open...
  • Dunning, D., Heath, C., & Suls, J. M. (2004). Flawed self-assessment implications for health, education, and the workplace. Psychological...
  • Ferris, D. (1995). Teaching students to self-edit. TESOL journal, 4(4), 18–22. Gan, M. J. S. (2011). The effects of prompts and explicit coaching...
  • Gan, M. J. S., & Hattie, J. (2014). Prompting secondary students’ use of criteria, feedback specificity and feedback levels during an...
  • Gielen, M., & De Wever, B. (2012). Peer assessment in a wiki: product improvement, students’ learning and perception regarding peer feedback....
  • Gielen,M., & DeWever, B. (2015). Structuring the peer assessment process: a multilevel approach for the impact on product improvement...
  • Gielen, S., Peeters, E., Dochy, F., Onghena, P., & Struyven, K. (2010). Improving the effectiveness of peer feedback for learning. Learning...
  • Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112.
  • Hayes-Roth, B., & Hayes-Roth, F. (1979). A cognitive model of planning. Cognitive Science, 3(4), 275–310.
  • Hovardas, T., Tsivitanidou, O. E., & Zacharia, Z. C. (2014). Peer versus expert feedback: an investigation of the quality of peer feedback...
  • Kluger, A. N., & DeNisi, A. (1996). The effects of feedback interventions on performance: a historical review, a meta-analysis, and a...
  • Kollar, I., & Fischer, F. (2010). Peer assessment as collaborative learning: a cognitive perspective. Learning and Instruction, 20(4),...
  • Li, L., Liu, X., & Zhou, Y. (2012). Give and take: a re-analysis of assessor and assessee’s roles in technologyfacilitated peer assessment....
  • Liu, N.-F., & Carless, D. (2006). Peer feedback: the learning element of peer assessment. Teaching in Higher Education, 11(3), 279–290.
  • Lundstrom, K., & Baker,W. (2009). To give is better than to receive: the benefits of peer review to the reviewer’s own writing. Journal...
  • Narciss, S. (2013). Designing and evaluating tutoring feedback strategies for digital learning environments on the basis of the interactive...
  • Narciss, S. (2017). Conditions and effects of feedback viewed through the lens of the interactive tutoring feedback model. In D. Carless,...
  • Nelson, M. M., & Schunn, C. D. (2009). The nature of feedback: how different types of peer feedback affect writing performance. Instructional...
  • Nicol, D. J., & Macfarlane-Dick, D. (2006). Formative feedback and self-regulated learning: a model and seven principles of good feedback...
  • Nicol, D., Thomson, A., & Breslin, C. (2014). Rethinking feedback practices in higher education: a peer review perspective. Assessment...
  • Noroozi, O., Biemans, H., & Mulder, M. (2016). Relations between scripted online peer feedback processes and quality of written argumentative...
  • Panadero, E. (2016). Is it safe? Social, interpersonal, and human effects of peer assessment: a review and future directions. In G. T. L....
  • Patchan, M. M., & Schunn, C. D. (2015). Understanding the benefits of providing peer feedback: how students respond to peers’ texts of...
  • Peters, O., Narciss, S., & Körndle, H. (2014). Development and evaluation of a Formative Assessment and Feedback (FAF) script to support...
  • Polman, E. A. Kyza, D. K. O'Neill, I. Tabak,W. R. Penuel, A. S. Jurow, K. O'Connor, T. Lee, & L. D'Amico (Eds.), Learning...
  • Prins, F., Sluijsmans, D., & Kirschner, P. A. (2006). Feedback for general practitioners in training: quality, styles, and preferences....
  • Reinholz, D. (2016). The assessment cycle: a model for learning through peer assessment. Assessment & Evaluation in Higher Education,...
  • Roscoe, R. D., & Chi, M. T. H. (2008). Tutor learning: the role of explaining and responding to questions. Instructional Science, 36(4),...
  • Rosenthal, R. (1991). Meta-analytic procedures for social research (2nd ed.). Newbury Park, CA: Sage.
  • Scheirer, C. J., Ray, W. S., & Hare, N. (1976). The analysis of ranked data derived from completely randomized factorial designs. Biometrics,...
  • Shute, V. J. (2008). Focus on formative feedback. Review of Educational Research, 78(1), 153–189.
  • Sluijsmans, D. (2002). Student involvement in assessment: The training of peer assessment skills (Unpublished doctoral dissertation). Open...
  • Strijbos, J. W., Narciss, S., & Dünnebier, K. (2010a). Peer feedback content and sender’s competence level in academic writing revision...
  • Strijbos, J. W., Pat-El, R. J., & Narciss, S. (2010b). Validation of a (peer) feedback perceptions questionnaire. In Proceedings of the...
  • Topping, K. J. (2005). Trends in peer learning. Educational Psychology, 25(6), 631–645.
  • Topping, K. J. (2009). Peer assessment. Theory Into Practice, 48(1), 20–27.
  • van Zundert, M., Sluijsmans, D., & van Merriënboer, J. (2010). Effective peer assessment processes: research findings and future directions....
  • Weinberger, A., Kollar, I., Dimitriadis, Y., Mäkitalo-Siegl, K., & Fischer, F. (2009). Computersupported collaboration scripts. In Technology-enhanced...
  • Yan, Z., & Brown, G. T. (2016). A cyclical self-assessment process: towards a model of how students engage in self-assessment. Assessment...