About this paper

Appears in:
Pages: 4707-4712
Publication year: 2016
ISBN: 978-84-608-5617-7
ISSN: 2340-1079
doi: 10.21125/inted.2016.2171

Conference name: 10th International Technology, Education and Development Conference
Dates: 7-9 March, 2016
Location: Valencia, Spain

THE EFFECTS OF PEER REVIEW ON STUDENT LEARNING: A COMPARISON OF POSITIVE AND NEGATIVE FEEDBACK

J. Kidd, M. Hankins

Old Dominion University (UNITED STATES)
The benefits of giving and receiving peer reviews have been well documented (e,g Topping, 1998, 2005), but less is known about the format and content of effective peer reviews. If peer reviews are conducted formatively, that is before students submit their final products, an effective review should help students decide what to keep and what to revise. But, what kind of feedback triggers this meta-cognition?.

This study explored two research questions:
1) What type of peer review feedback (positive, negative or mixed) has the greatest effect on student learning (as measured by student revision to their work);
2) What type of feedback do students value?

Three sections of an undergraduate education course provided anonymous reviews using Blackboard’s peer assessment tool in order to compare three feedback conditions: positive, mixed, and negative. Some evidence indicated students who received negative feedback were slightly more likely to revise, but these findings were not conclusive and suggest other factors, perhaps internal to the student, are more predictive of a student’s decision to revise than the tone or content of the feedback they receive. In contrast, the findings overwhelming indicate that students prefer negative feedback over positive, which corresponds to early research showing that more experienced students seek out and benefit from negative feedback (Fishbach, Eyal & Finkelstein, 2010).
keywords: peer review.
@InProceedings{KIDD2016EFF,
author = {Kidd, J. and Hankins, M.},
title = {THE EFFECTS OF PEER REVIEW ON STUDENT LEARNING: A COMPARISON OF POSITIVE AND NEGATIVE FEEDBACK},
series = {10th International Technology, Education and Development Conference},
booktitle = {INTED2016 Proceedings},
isbn = {978-84-608-5617-7},
issn = {2340-1079},
doi = {10.21125/inted.2016.2171},
url = {http://dx.doi.org/10.21125/inted.2016.2171},
publisher = {IATED},
location = {Valencia, Spain},
month = {7-9 March, 2016},
year = {2016},
pages = {4707-4712}}
TY - CONF
AU - J. Kidd AU - M. Hankins
TI - THE EFFECTS OF PEER REVIEW ON STUDENT LEARNING: A COMPARISON OF POSITIVE AND NEGATIVE FEEDBACK
SN - 978-84-608-5617-7/2340-1079
DO - 10.21125/inted.2016.2171
PY - 2016
Y1 - 7-9 March, 2016
CI - Valencia, Spain
JO - 10th International Technology, Education and Development Conference
JA - INTED2016 Proceedings
SP - 4707
EP - 4712
ER -
J. Kidd, M. Hankins (2016) THE EFFECTS OF PEER REVIEW ON STUDENT LEARNING: A COMPARISON OF POSITIVE AND NEGATIVE FEEDBACK, INTED2016 Proceedings, pp. 4707-4712.
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