Peer feedback content and sender’s competence level in academic writing revision tasks: Are they critical for feedback perceptions and efficiency?

Jan Willem Strijbos (1) , Susanne Narciss (2) , Katrin Dünnebier (3)

1 Faculty of Social and Behavioral Sciences
2 Department of Psychology
3 Faculty of Educational and Social Sciences

Peer feedback content is a core component of peer assessment, but the impact of various contents of feedback is hardly studied. Participants in the study were 89 graduate students who were assigned to four experimental and a control group. Experimental groups received a scenario with Concise General (CGF) or Elaborated Specific (ESF) feedback by a high or low competent peer. ESF by a high competent peer was perceived as more adequate, but led to more negative affect. Students in CGF groups outperformed ESF groups during treatment. Groups with a low competent peer outperformed groups with a high competent peer during the posttest. Feedback perceptions and performance were uncorrelated. (http://www.sciencedirect.com/science/article/pii/S0959475209000760)

Mots clés: peer assessment; peer feedback; feedback content; feedback perceptions; text revision

Domaines: Environnements Informatiques pour l'Apprentissage Humain; Education

Jan Willem Strijbos, Susanne Narciss, Katrin Dünnebier. Peer feedback content and sender’s competence level in academic writing revision tasks: Are they critical for feedback perceptions and efficiency?. Learning and Instruction, 2010, 20, pp.291-303. ⟨hal-00703922⟩