Promote interaction between provider and receiver of peer feedback to stimulate elaboration on judgments¶

Strategy · All strategies
Evidence · 6 claims (6 for) · 4 studies (2 causal, 1 quant-synthesis, 1 associational), q2–q4 · 1 of 4 report an effect size · 5 claims rest on one study

Description¶

The authors recommend increasing the effectiveness of modeling examples by stimulating elaboration on judgments, which they argue is a form of generative learning because it challenges students to explain their thoughts coherently to others. They propose "promoting interaction between the provider and receiver of the feedback", for instance by adding a discussion between provider and receiver after both have observed a modeling example and given each other peer feedback.

Design Implications¶

Context¶

Requirements¶

• Opportunities for provider–receiver dialogue after feedback is given

Constraints¶

• Recommended on the basis of the study's null effect on elaborations and cited literature, not directly tested in this study

Target Learners¶

• undergraduate students giving peer feedback

Target Learning Goals¶

• elaborating on feedback judgments
• generative learning through explaining

Claims¶

• Directly after training, students who observed a modeling example referred to assessment criteria in their feedback significantly more often than students who practiced [+M]
• Directly after training, the modeling example condition produced significantly more positive and negative judgments than the practice condition, but did not differ on elaborations or feed-forward [+M]
• Directly after training, students who observed a modeling example generated significantly more overall feedback than students who practiced giving feedback [+M]
• Training seventh graders to elaborate produced better long-term recall than questions stimulating elaboration, and the training transferred to new passages [+M]
• The quality of feedback students give peers predicts gains in their own work, but no recorded study isolates a causal benefit of the assessor role [+M]
• Students assessed their own peers less critically than an unknown video presenter, consistent with possible friendship bias in authentic peer feedback [+M]

Related Strategies¶

• Use clear assessment criteria and consider anonymity carefully when designing peer feedback interventions to reduce friendship bias
• Directly teach students when, why, and how to elaborate on new information

Examples¶

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Key Sources¶

• Floris M. van Blankenstein, Gabriela-Olivia Truțescu, Roeland M. van der Rijst, Nadira Saab. (2019). Immediate and delayed effects of a modeling example on the application of principles of good feedback practice: a quasi-experimental study. Instructional Science. https://doi.org/10.1007/s11251-019-09482-5