How does feedback formulation affect students’ perceptions of peer feedback in higher education?
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Abstract
Peer feedback in higher education has been studied extensively. This paper studies a one-semester Bachelor course on educational assessment, with 64 students enrolled. It presents a Continuous Assessment for Learning design articulating diverse assignments, which included an original production, peer feedback on this production, promotion of student reflection with a feedback perception questionnaire, and revision of the original production. The research investigates the effect of feedback formulation (in terms of positive comments, negative comments, and suggestions) on student feedback perceptions (in terms of fairness, usefulness, acceptance, willingness to improve, and affects) and analyses if this effect differed whether students were the direct receivers of feedback or not. Results highlight the importance of providing positive comments and suggestions when writing peer feedback and suggests that emotions are important to address when conducting peer feedback processes in higher education.
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