Peer feedback on college students’ writing: exploring the relation between students’ ability match, feedback quality and essay performance

Leiden Repository

Peer feedback on college students’ writing: exploring the relation between students’ ability match, feedback quality and essay performance

Type: Article / Letter to editor
Title: Peer feedback on college students’ writing: exploring the relation between students’ ability match, feedback quality and essay performance
Author: Huisman, B.A.Saab, N.Van, Driel J.H.Van, den Broek P.W.
Journal Title: Higher Education Research & Development
Issue: 7
Volume: 36
Start Page: 1433
End Page: 1447
Pages: 15
Issue Date: 2017
Keywords: peer feedback
academic writing
higher education
feedback quality
student ability match
Abstract: There does not appear to be consensus on how to optimally match students during the peer feedback process: with same-ability peers (homogeneously) or different-ability peers (heterogeneously). In fact, there appears to be no empirical evidence that either homogeneous or heterogeneous student matching has any direct effect on writing performance. The current study addressed this issue in the context of an academic writing task. Adopting a quasi-experimental design, 94 undergraduate students were matched in 47 homogeneous or heterogeneous reciprocal dyads, and provided anonymous, formative peer feedback on each other’s draft essays. The relations between students’ individual ability or dyad composition, feedback quality and writing performance were investigated. Neither individual ability nor dyad composition directly related to writing performance. Also, feedback quality did not depend on students’ individual ability or dyad composition, although trends in the data suggest that high-ability reviewers provided more content-related feedback. Finally, peer feedback quality was not related to writing performance, and authors of varying ability levels benefited to a similar extent from peer feedback on different aspects of the text. The results are discussed in relation to their implications for the instructional design of academic writing assignments that incorporate peer feedback.
Uri: http://dx.doi.org/10.1080/07294360.2017.1325854
Handle: http://hdl.handle.net/1887/62169
 

Files in this item

Description Size View
application/pdf Peer feedback on college students’ writing 2bytes View/Open Full text at publisher site

This item appears in the following Collection(s)