NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1091062
Record Type: Journal
Publication Date: 2016
Pages: 14
Abstractor: As Provided
ISSN: ISSN-0300-4279
Increasing the Uptake of Peer Feedback in Primary School Writing: Findings from an Action Research Enquiry
Boon, Stuart Ian
Education 3-13, v44 n2 p212-225 2016
This article reports on how an action research strategy was used to increase children's uptake of feedback during peer assessment in primary school writing. Several different strategies were used in the study that had been successful in increasing students' uptake of peer feedback in contexts such as higher education. In order to evaluate how successful these actions were, several different data collection methods were drawn upon to triangulate findings including children's work, observations, informal interviews and mind mapping. Thematic analysis was used to analyse the data generated. Findings are consistent with those from research in other settings which suggest that pupils make better use of feedback if: it is task-involving and useful; there is sufficient time given for them to act on it and discuss it with their peers; and they are asked to reflect on how it has been used to improve the quality of the assessed work.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A