The development of student feedback literacy: the influences of teacher feedback on peer feedback
By Ye Han, Yueting Xu. Assessment & Evaluation in Higher Education, 2019
197 citations recorded by the source corpus.
Abstract Although the concept of student feedback literacy has drawn increasing attention in higher education, empirical research on this matter is still in its infancy. In the area of peer feedback, little research has investigated the role of teacher follow-up feedback on peer feedback in the development of student feedback literacy. To address the research gap, a multiple-case study of three Chinese master’s students enrolled in an academic writing course was conducted, drawing on the students’ drafts with peer feedback, teacher written feedback on that peer feedback, semi-structured interviews, retrospective verbal reports, observation field notes and class documents. Three students’ epistemological and practical knowledge about, attitudes towards, and self-efficacy beliefs in peer feedback were found to improve at different paces and to different degrees. However, considerable individual variations were observed with two high-achieving, highly motivated participants becoming more feedback-literate than their under-achieving, minimally motivated peer. Teacher feedback on peer feedback was found to have distinct impacts on individual students, depending on learner factors including language ability, beliefs and motivation. These findings suggest that teacher feedback on peer feedback, if consistently provided and compatible with learner factors, can scaffold both cognitive and social-affective aspects of student feedback literacy.
Subfields: Education, Information Systems and Management
View Paper: https://www.semanticscholar.org/paper/12029ca97049f50162ef39c654ec3cfc059a7c33
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In Education
- Hui-Teng Hoo
- Christopher C. Deneen
- David Boud
- D. Carless
- Emma Medland
- David J. Nicol
- Phillip Dawson
- R. Warhurst
In Information Systems and Management
Citations in the corpus
- Developing student feedback literacy through self and peer assessment interventions (2021, background): “In another study, Han and Xu (2020) used case studies of three master’s students to explore the dynamics of student feedback literacy in a higher education diagnostic writing class and its relationship to teacher mediation during peer feedback activities.”