Peer reviewers learn from giving comments

By Young Hoan Cho, Kwangsu Cho. 2011

301 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/a871b4b68090453f598846358e63dd6243c60459

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In Developmental and Educational Psychology

In Education

In Literature and Literary Theory

Citations in the corpus

Dialogue within peer feedback processes: clarification and negotiation of meaning (2018, background): “An analysis of more than 3000 comment segments produced by physics undergraduates indicates students improved their writing more by giving comments than receiving them (Cho & Cho, 2011).”
The impact of formative peer feedback on higher education students’ academic writing: a Meta-Analysis (2018, result): “Among the studies without a reference group, three studies included both qualitative peer comments as well as quantitative peer grading or ranking (Cheng, Liang, and Tsai 2015; Sampson and Walker 2012; Cho and Cho 2011). Their respective effect sizes ranged between small (0.35 [-0.05, 0.76]) and lar”
The Effects of Providing and Receiving Peer Feedback on Writing Performance and Learning of Secondary School Students (2020, background): “At the most general level, several studies have documented overall improvements in document quality as a result of overall peer review activities (Path 1 in Figure 1; Y. H. Cho & Cho, 2011; Gielen & DeWever, 2015; Zhang et al., 2017).”
Understanding the benefits of providing peer feedback: how students respond to peers’ texts of varying quality (2015, background): “Consistently, the construction of criticism comments was positively related to student performance across several studies (Cho and Cho 2011; Inuzuka 2005; Li et al. 2010, 2012; Lu and Zhang 2012; Topping et al. 2013).”
Is peer review an appropriate form of assessment in a MOOC? Student participation and performance in formative peer review (2017, background): “Cho and Cho (2011) show that peer feedback without grading improves student performance, and suggest that quality comments focusing on meaning rather than surface features are more likely to have this beneficial effect.”
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).”
Anonymity as an instructional scaffold in peer assessment: its effects on peer feedback quality and evolution in students’ perceptions about peer assessment skills (2018, background): “The process of assessing and commenting on the strengths and weaknesses of a peer’s work can help familiarize assessors with the evaluation criteria and thereby develop knowledge on what constitutes high-quality work (Cho and Cho 2010).”
Rethinking feedback practices in higher education: a peer review perspective (2014, unknown): “The research reported in this paper complements and adds to the research by Cho and MacArthur (2011) and Cho and Cho (2011).”