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The development of student feedback literacy: the influences of teacher feedback on peer feedback

同行反馈 心理学 读写能力 数学教育 实证研究 高等教育 班级(哲学) 教育学 计算机科学 政治学 认识论 哲学 人工智能 法学
作者
Ye Han,Yueting Xu
出处
期刊:Assessment & Evaluation in Higher Education [Taylor & Francis]
卷期号:45 (5): 680-696 被引量:146
标识
DOI:10.1080/02602938.2019.1689545
摘要

Although the concept of student feedback literacy has drawn increasing attention in higher education, empirical research on this matter is still in its infancy. In the area of peer feedback, little research has investigated the role of teacher follow-up feedback on peer feedback in the development of student feedback literacy. To address the research gap, a multiple-case study of three Chinese master’s students enrolled in an academic writing course was conducted, drawing on the students’ drafts with peer feedback, teacher written feedback on that peer feedback, semi-structured interviews, retrospective verbal reports, observation field notes and class documents. Three students’ epistemological and practical knowledge about, attitudes towards, and self-efficacy beliefs in peer feedback were found to improve at different paces and to different degrees. However, considerable individual variations were observed with two high-achieving, highly motivated participants becoming more feedback-literate than their under-achieving, minimally motivated peer. Teacher feedback on peer feedback was found to have distinct impacts on individual students, depending on learner factors including language ability, beliefs and motivation. These findings suggest that teacher feedback on peer feedback, if consistently provided and compatible with learner factors, can scaffold both cognitive and social-affective aspects of student feedback literacy.
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