Conversations and Perspectives on Peer Feedback for Problem Solving

Authors

DOI:

https://doi.org/10.11575/pplt.v3i1.53146

Keywords:

Peer assessment, peer feedback, formative assessment, learning partnerships, scientific problem solving, reflection

Abstract

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

Published

2019-04-04

Issue

Section

Conference Theme: Students as Innovators