Feedback provision proceeded linearly through the text, while feedback processing was less linear and used two interchangeable strategies¶

Claim · All claims
Evidence · 1 study · qualitative r2 · q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Students provided feedback linearly, reading the text from start to end and commenting on elements at first encounter, then producing new remarks in a second round. → Jochem E. J. Aben 2024 q2 i? During processing, students alternated between taking the feedback remarks as starting point and taking their own text as starting point, and eight students postponed remarks they agreed with but could not yet act on. → Jochem E. J. Aben 2024

Evidence¶

Jochem E. J. Aben 2024¶

Jochem E. J. Aben, Mayra Mascareño Lara, Anneke C. Timmermans, Filitsa Dingyloudi, Jan-Willem Strijbos. (2024). The impact of interpersonal perceptions on the process of dealing with errors while providing and processing peer-feedback on writing. Instructional Science. https://doi.org/10.1007/s11251-024-09660-0

q2 · i? · qualitative · r2

Qualitative thematic analysis of think-aloud recordings (theme: working procedure). The article states "The processing of feedback, as conducted by the students in the sample, was less linear than the provision of feedback", with students making interchangeable use of two strategies and eight students repeatedly postponing feedback they agreed with but could not yet revise for.

"The provision of feedback, as conducted by the students in the sample, could be characterized as linear."

Discussion¶

Related Claims¶

• During peer-feedback processing, students deal with errors in one of two patterns: immediately knowing whether they agree with feedback, or first having to study the feedback more thoroughly — related
• During peer-feedback provision, students deal with errors in one of two patterns: quick discovery (identification simultaneous with decoding, often without evaluation) or elaborate discovery (identification resulting from an interpreting/evaluating phase) — related
• Students focused more on errors than on pluses both when providing and when processing peer-feedback — related