Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/329
Title: Exploring the Composition Process of Peer Feedback
Authors: Alqassab, Maryam
Strijbos, Jan-Willem
Ufer, Stefan
Issue Date: Jul-2016
Publisher: Singapore: International Society of the Learning Sciences
Citation: Alqassab, M., Strijbos, J., & Ufer, S. (2016). Exploring the Composition Process of Peer Feedback In Looi, C. K., Polman, J. L., Cress, U., and Reimann, P. (Eds.). Transforming Learning, Empowering Learners: The International Conference of the Learning Sciences (ICLS) 2016, Volume 2. Singapore: International Society of the Learning Sciences.
Abstract: This paper presents a study that explores the composition process of peer feedback. It adopts an interactional framework for feedback that takes into account feedback sender’s and recipient’s factors. Participants were pre-service mathematics teachers (N = 47) enrolled in a course about feedback and assessment. Quantitative content analysis was used to analyze students’ reflections after being involved in a peer feedback provision activity on a geometry construction task. Students’ reflections illustrated that the composition process is not purely cognitive, and can also involve self-reflection and self-evaluation activities as well as peer-related activities. Some examples of self- and peer-related activities during peer feedback composition are reported, followed by a discussion of implications for using peer feedback as a learning activity.
URI: https://repository.isls.org/handle/1/329
https://doi.dx.org/10.22318/icls2016.122
Appears in Collections:ICLS 2016

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