ERIC Number: EJ1057009
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Reference Count: 61
Analysis of New Zealand Primary and Secondary Student Peer- and Self-Assessment Comments: Applying Hattie and Timperley's Feedback Model
Harris, Lois R.; Brown, Gavin T. L.; Harnett, Jennifer A.
Assessment in Education: Principles, Policy & Practice, v22 n2 p265-281 2015
Peer- and self-assessment (PASA) can lead to increased student self-regulation and achievement. However, few studies have examined the content of the feedback students in primary and secondary schools provide themselves and their peers. This study used Hattie and Timperley's task, process, self-regulation and self feedback categories from their "Review of Educational Research" article "The power of feedback" to (1) examine the content of a sample of naturally occurring student-written PASA comments (n = 471 utterances) and (2) explore the feasibility of using this model with student-generated feedback. Students provided primarily task feedback to both themselves and their peers, with self-regulation feedback only found in self-assessment. Students in higher grades tended to provide more task and process feedback, while giving less self feedback during self-assessment and more during peer assessment. More refinement of the model is recommended for both research and professional development purposes to better capture the quality and complexity of student-led feedback comments.
Descriptors: Foreign Countries, Elementary School Students, Secondary School Students, Peer Evaluation, Self Evaluation (Individuals), Feedback (Response), Models, Content Analysis
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Secondary Education; Elementary Secondary Education
Authoring Institution: N/A
Identifiers - Location: New Zealand