Conversations and Perspectives on Peer Feedback for Problem Solving
DOI:
https://doi.org/10.11575/pplt.v3i1.53146Keywords:
Peer assessment, peer feedback, formative assessment, learning partnerships, scientific problem solving, reflectionAbstract
Peer feedback has been suggested as an avenue to leverage students as partners in their own learning and assessment across many disciplines. However, successful implementation of peer feedback activities may prove challenging if students believe that feedback requires more objective expertise than they possess. Summarizing participant contributions and dialogue from a conversation café session at the 2018 University of Calgary Conference on Postsecondary Learning and Teaching, this paper explores and classifies the common themes in peer feedback in the context of literature on the subject. The most promising areas for future research and practitioner support in scientific problem-solving tasks are highlighted.
References
ArchMiller, A., Fieberg, J., Walker, J. D., & Holm, N. (2017). Group peer assessment for summative evaluation in a graduate-level statistics course for ecologists. Assessment & Evaluation in Higher Education, 42(8), 1208–1220. https://doi.org/10.1080/02602938.2016.1243219
Carnell, B. (2016). Aiming for autonomy: formative peer assessment in a final-year undergraduate course. Assessment & Evaluation in Higher Education, 41(8), 1269–1283. https://doi.org/10.1080/02602938.2015.1077196
Çevik, Y. D. (2015). Assessor or assessee? Investigating the differential effects of online peer assessment roles in the development of students’ problem-solving skills. Computers in Human Behavior, 52, 250–258. https://doi.org/10.1016/j.chb.2015.05.056
De Wever, B., Van Keer, H., Schellens, T., & Valcke, M. (2011). Assessing collaboration in a wiki: The reliability of university students’ peer assessment. The Internet and Higher Education, 14(4), 201–206. https://doi.org/10.1016/j.iheduc.2011.07.003
Gielen, M., & De Wever, B. (2012). Peer Assessment in a Wiki: Product Improvement, Students’ Learning And Perception Regarding Peer Feedback. Procedia - Social and Behavioral Sciences, 69, 585–594. https://doi.org/10.1016/j.sbspro.2012.11.450
Gielen, S., Peeters, E., Dochy, F., Onghena, P., & Struyven, K. (2010). Improving the effectiveness of peer feedback for learning. Learning and Instruction, 20(4), 304–315. https://doi.org/10.1016/j.learninstruc.2009.08.007
Hamer, J., Kell, C., & Spence, F. (2007). Peer Assessment Using Aropä. In Proceedings of the Ninth Australasian Conference on Computing Education - Volume 66 (pp. 43–54). Darlinghurst, Australia, Australia: Australian Computer Society, Inc. Retrieved from http://dl.acm.org/citation.cfm?id=1273672.1273678
Jones, I., & Wheadon, C. (2015). Peer assessment using comparative and absolute judgement. Studies in Educational Evaluation, 47, 93–101. https://doi.org/10.1016/j.stueduc.2015.09.004
Kaufman, J. H., & Schunn, C. D. (2011). Students’ perceptions about peer assessment for writing: their origin and impact on revision work. Instructional Science, 39(3), 387–406. https://doi.org/10.1007/s11251-010-9133-6
Li, L., Liu, X., & Steckelberg, A. L. (2010). Assessor or assessee: How student learning improves by giving and receiving peer feedback. British Journal of Educational Technology: Journal of the Council for Educational Technology, 41(3), 525–536. https://doi.org/10.1111/j.1467-8535.2009.00968.x
Lombrozo, T. (2006). The structure and function of explanations. Trends in Cognitive Sciences, 10(10), 464–470. https://doi.org/10.1016/j.tics.2006.08.004
McGourty, J., Dominick, P., & Reilly, R. R. (1998). Incorporating student peer review and feedback into the assessment process. In Frontiers in Education Conference, 1998. FIE ’98. 28th Annual (Vol. 1, pp. 14–18 vol.1). https://doi.org/10.1109/FIE.1998.736790
Panadero, E., Romero, M., & Strijbos, J.-W. (2013). The impact of a rubric and friendship on peer assessment: Effects on construct validity, performance, and perceptions of fairness and comfort. Studies in Educational Evaluation, 39(4), 195–203. https://doi.org/10.1016/j.stueduc.2013.10.005
Potter, T., Englund, L., Charbonneau, J., MacLean, M. T., Newell, J., & Roll, I. (2017). ComPAIR: A New Online Tool Using Adaptive Comparative Judgement to Support Learning with Peer Feedback. Teaching & Learning Inquiry, 5(2), 89–113. https://doi.org/10.20343/teachlearninqu.5.2.8
Reinholz, D. L. (2015). Peer-Assisted Reflection: A Design-Based Intervention for Improving Success in Calculus. International Journal of Research in Undergraduate Mathematics Education, 1(2), 234–267. https://doi.org/10.1007/s40753-015-0005-y
Reinholz, D. L. (2016). The assessment cycle: a model for learning through peer assessment. Assessment & Evaluation in Higher Education, 41(2), 301–315. https://doi.org/10.1080/02602938.2015.1008982
Reinholz, D. L., & Dounas-Frazer, D. R. (2016). Using Peer Feedback to Promote Reflection on Open-Ended Problems. Physics Teacher, 54(6), 364–368. https://doi.org/10.1119/1.4961181
Thomas, G., Martin, D., & Pleasants, K. (2011). Using self- and peer-assessment to enhance students’ future-learning in higher education. Journal of University Teaching & Learning Practice, 8(1), 1–17. Retrieved from http://ro.uow.edu.au/jutlp/vol8/iss1/5/
van Zundert, M., Sluijsmans, D., & van Merriënboer, J. (2010). Effective peer assessment processes: Research findings and future directions. Learning and Instruction, 20(4), 270–279. https://doi.org/10.1016/j.learninstruc.2009.08.004
Downloads
Additional Files
Published
Issue
Section
License
Authors who publish with this journal agree to the following:
Authors retain copyright and, from 2021 onwards, grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC-BY-NC) that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Before 2021, a CC BY-NC-ND license applied to all articles.
