Peer assessment is often seen as a replacement of teacher’s assessment when it is not available. There are many studies exploring how good student’s assessment can be and how close it can get to the expert one. This is done because usually leaning is attributed to the fact of improving performance or a product based on the received feedback. However, the process of peer assessment consists of two parts – giving feedback and receiving feedback and there are several studies showing that students can also learn from giving feedback and maybe even more than from receiving it (e.g. Li, Liu & Steckelberg, 2010).
Considering giving feedback a learning activity means that it can be used even if the quality of produced feedback is lower than an expert’s one because it will still be beneficial for a feedback provider. Therefore, it is important to investigate which characteristics of a giving feedback process lead to the highest learning gains of a feedback provider.
This project aims at comparing learning gains of several groups of secondary school students who give feedback in a different way.
You will conduct an experimental study to investigate the influence of different ways of giving feedback on the learning gains of a giver. The project will start with review of relevant literature and subsequently, you will specify the element of the feedback process you will focus on.
You will develop or adapt a lesson in the online learning environment including a peer feedback task. You will need to choose a topic for the lesson in cooperation with a school. An experiment will be designed to investigate the effect of specific characteristics of the peer feedback process on learning processes and outcomes. The experiment will be implemented at a regular lesson for secondary school students.
- Hattie, J., & Timperley, H. (2007). The power of feedback. Review of educational research, 77, 81-112
- 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, 41, 525-536.
- van Popta, E., Kral, M., Camp, G., Martens, R. L., & Simons, P. R. J. (2017). Exploring the value of peer feedback in online learning for the provider. Educational Research Review, 20, 24-34.