Improving Student Peer Feedback

By L. Nilson. 2003

164 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/3dbbeffe2b9f6f2ac700dc90ee3af16c34496b88

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In Education

Citations in the corpus

The nature of feedback: how different types of peer feedback affect writing performance (2009, background): “This type of feedback also is typically part of the pragmatic recommendations for appropriate feedback to be provided to college students (Nilson 2003).”
The Nature of Feedback: How Peer Feedback Features Affect Students' Implementation Rate and Quality of Revisions. (2016, background): “Advice for many different ages of learners about how to provide helpful feedback often suggests including praise (Grimm, 1986; Nilson, 2003; Saddler & Andrade, 2004), and one common criterion of peer feedback quality is whether praise was offered (Gielen et al., 2010; Prins, Sluijsmans, &…”
Online peer assessment: effects of cognitive and affective feedback (2011, background): “Praise is usually recommended and is found to be one of the most common features present in the feedback provided by undergraduates (Cho et al. 2006; Nilson 2003; Sadler and Good 2006).”
Effects of elicited reflections combined with tutor or peer feedback on self-regulated learning and learning outcomes (2007, background): “Tutors act more detached and objective, whereas peer students are more emotionally involved and may therefore provide less direct and concrete feedback (Nilson, 2003).”
A collaborative learning approach to dialogic peer feedback: a theoretical framework (2020, background): “Instructor support is also essential for the reviewing groups who are not able to formulate a plan for feedback provision, which might be associated with lack of knowledge on the related concept or poor understanding of the assessment criteria (Nilson 2003).”
Peer Feedback Improves Students’ Academic Self-Concept in Higher Education (2020, methodology): “The quality of peer feedback can be enhanced by blinding the process (Cho and Cho 2011), not asking students to provide grades (Nilson 2003), and using a structured evaluation form (Marcoulides and Simkin 1995).”