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Appears in:
Pages: 3119-3126
Publication year: 2020
ISBN: 978-84-09-17939-8
ISSN: 2340-1079
doi: 10.21125/inted.2020.0907

Conference name: 14th International Technology, Education and Development Conference
Dates: 2-4 March, 2020
Location: Valencia, Spain

PROMOTING THE PEER FEEDBACK AT UNIVERSITY: THEORETICAL MODELS AND BEST PRACTICES

In the perspective of formative and sustainable assessment, peer feedback and peer review are valid alternatives to teacher feedback. In the peer review process, students experience embraces the possibility of reviewing the product of peers, providing improvement advices and receiving suggestions from peers. Particularly in the university contexts, getting feedback is a strategy to involve students in the learning process, by developing their monitoring, assessment and self-regulation skills. The objective of this work is to present the main theoretical and didactic-evaluative models that use the peer feedback and deviate from both the teacher feedback and the formative and summative assessment.

From a methodological point of view, a qualitative synthesis was conducted. It is a secondary research strategy that compares and reinterprets the results taken from primary studies. After establishing the inclusion criteria (the role of the teacher and/or the student; the organizational-design approach; tools and measurement techniques), synthetic descriptions of the selected works were elaborated through the meta-narrative that allowed us describing the epistemologically produced differences in teaching practices.

In drawing a summary of the analysed works, this paper highlights the peculiarities of the peer feedback, which determines an implementation of the participation and the reflective thought, by encouraging learning activities in heterogeneous situations. The advantages are the improvement of the outcomes, the increase in interaction, the use of a more accessible and sharable language, the production of critical judgments (giving feedback), the development of self-regulatory processes and collaborative skills in the productive processing.

This contribution also intends to report in more detail the differences that characterize educational innovation also through the students’ perspective about the quality of training interventions.
@InProceedings{VEGLIANTE2020PRO,
author = {Vegliante, R. and Miranda, S. and De Angelis, M. and Santonicola, M.},
title = {PROMOTING THE PEER FEEDBACK AT UNIVERSITY: THEORETICAL MODELS AND BEST PRACTICES},
series = {14th International Technology, Education and Development Conference},
booktitle = {INTED2020 Proceedings},
isbn = {978-84-09-17939-8},
issn = {2340-1079},
doi = {10.21125/inted.2020.0907},
url = {http://dx.doi.org/10.21125/inted.2020.0907},
publisher = {IATED},
location = {Valencia, Spain},
month = {2-4 March, 2020},
year = {2020},
pages = {3119-3126}}
TY - CONF
AU - R. Vegliante AU - S. Miranda AU - M. De Angelis AU - M. Santonicola
TI - PROMOTING THE PEER FEEDBACK AT UNIVERSITY: THEORETICAL MODELS AND BEST PRACTICES
SN - 978-84-09-17939-8/2340-1079
DO - 10.21125/inted.2020.0907
PY - 2020
Y1 - 2-4 March, 2020
CI - Valencia, Spain
JO - 14th International Technology, Education and Development Conference
JA - INTED2020 Proceedings
SP - 3119
EP - 3126
ER -
R. Vegliante, S. Miranda, M. De Angelis, M. Santonicola (2020) PROMOTING THE PEER FEEDBACK AT UNIVERSITY: THEORETICAL MODELS AND BEST PRACTICES, INTED2020 Proceedings, pp. 3119-3126.
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