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ERIC Number: EJ878564
Record Type: Journal
Publication Date: 2010-Aug
Pages: 13
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0959-4752
Peer Feedback Content and Sender's Competence Level in Academic Writing Revision Tasks: Are They Critical for Feedback Perceptions and Efficiency?
Strijbos, Jan-Willem; Narciss, Susanne; Dunnebier, Katrin
Learning and Instruction, v20 n4 p291-303 Aug 2010
Peer-feedback content is a core component of peer assessment, but the impact of various contents of feedback is hardly studied. Participants in the study were 89 graduate students who were assigned to four experimental and a control group. Experimental groups received a scenario with concise general (CGF) or elaborated specific (ESF) feedback by a high or low competent peer. ESF by a high competent peer was perceived as more adequate, but led to more negative affect. Students in CGF groups outperformed ESF groups during treatment. Groups with a low competent peer outperformed groups with a high competent peer during the posttest. Feedback perceptions and performance were uncorrelated. (Contains 4 tables and 2 figures.)
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A