Reading

Cristina Mercader, Georgeta Ion & Anna Díaz-Vicario (2020) Factors influencing students’ peer feedback uptake: instructional design matters, Assessment & Evaluation in Higher Education, 45:8, 1169-1180 [Online] https://www.tandfonline.com/doi/pdf/10.1080/02602938.2020.1726283

Where & When

Register in advance for this meeting: https://bham-ac-uk.zoom.us/meeting/register/tZcrfu-orT8rGt2bRoiHM4jhsgI2xPgztcHW
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Time: Thu 20th May, 9-10am BST / 12-1pm UAE

Abstract:

Peer feedback is a strategy that allows students to be involved in the assessment process, making them more conscious about the teaching and learning activities. However, different instructional designs can influence learning in different ways. Our paper aims to identify whether peer feedback instructional designs influence students’ learning perceptions. We performed a comparative study at a Faculty of Education, tracking students during their first two years of a teacher education program. Students participated in two consecutive peer feedback experiences using different instructional designs. Results show that students perceive that long-term interventions with prior training and doubleloop feedback processes are more useful for their performance than a short-term experience without face-to-face training and single-loop feedback processes. They perceive more benefits when they provide feedback than when they receive it. Lecturers should take these variables into account when designing peer feedback activities in order to maximise the impact on students’ learning.

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