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ERIC Number: EJ1149732
Record Type: Journal
Publication Date: 2013
Pages: 6
Abstractor: As Provided
ISSN: ISSN-0965-948X
The Value of Peer Feedback Opportunities for Students in Writing Intensive Classes
Kennette, Lynne N.; Frank, Nichole M.
Psychology Teaching Review, v19 n2 p106-111 Aut 2013
The present study was conducted to examine the usefulness of peer feedback on APA-style research papers in a writing-intensive class. Subsequent to APA training, students were asked to review and provide feedback on a classmate's APA-style research report for both content and formatting. Performance on this research report was then compared to performance on a previous semester's written assignment, where the instructor provided feedback rather than peers. No statistical differences were found in the grades of the two sets of assignments, suggesting that feedback from trained peers could be as valuable as instructor feedback. Students were pleased with the peer feedback process as it not only gave them a chance to demonstrate competency in their newly acquired writing skills, but also provided an opportunity to receive insightful feedback from their peers.
British Psychological Society, Division for Teachers & Researchers in Psychology. St Andrews House, 48 Princess Road East, Leicester, LE1 7DR, UK. Tel: +44-1162-529551; Fax: +44-1162-271314; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A