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¶

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 either immediately had an idea of whether they agreed with feedback upon reading it, or had to reread feedback remarks to interpret their meaning and decide whether they agreed. → Jochem E. J. Aben 2024 q2 i? The immediate-response pattern resembles quick discovery in provision, and the rereading pattern resembles elaborate discovery in provision. → 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 from six dyads processing peer-feedback on argumentative texts. The second pattern was that "students often had to reread feedback remarks in order to interpret their meaning and decide whether they agreed with the feedback", illustrated by a student iteratively interpreting a marked word.

"Also during the processing of feedback, students dealt with errors consistently in line with one of two patterns. First, students often immediately had an idea of whether they agreed with the feedback when they read it."

Discussion¶

Related Claims¶

• Feedback provision proceeded linearly through the text, while feedback processing was less linear and used two interchangeable strategies — related
• Students focused more on errors than on pluses both when providing and when processing peer-feedback — 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
• During feedback provision, most students compared the text with internal manifestations of quality criteria, which supported error identification and evaluation — related