Knowing Me, Knowing You: The Effects of Peer Familiarity on Receiving Peer Feedback for Undergraduate Student Writers

Autor/inn/en	van Heerden, Martina; Bharuthram, Sharita
Titel	Knowing Me, Knowing You: The Effects of Peer Familiarity on Receiving Peer Feedback for Undergraduate Student Writers
Quelle	In: Assessment & Evaluation in Higher Education, 46 (2021) 8, S.1191-1201 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
DOI	10.1080/02602938.2020.1863910
Schlagwörter	Feedback (Response); Familiarity; Peer Evaluation; Writing Evaluation; Essays; College Freshmen; Trust (Psychology); Ethics; Interpersonal Communication; Correlation; Confidentiality; Preferences; Foreign Countries; South Africa + Suchen Sie Ihr Suchwort? Essay; Aufsatzunterricht; Studienanfänger; Ethik; Interpersonale Kommunikation; Korrelation; Ausland; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Anonymity has been suggested as a way to mitigate the possible negative effects of interpersonal variables that may arise during the peer review process. However, since anonymity is not always possible, it is important to consider how the level of familiarity between peers may influence the peer review process. This study therefore explores the effect that peer familiarity has on receiving feedback from peers. A qualitative and quantitative analysis of the data, collected via a questionnaire, reveals that the majority of the students knew their peers very or fairly well and felt comfortable and enjoyed working with them. The process was less confrontational, with more honesty and trust, and better communication. The few students who did not know their peers well felt that they could be more objective in their feedback. The authors conclude that the level of peer familiarity provides a different perspective to the peer review process, especially in contexts where anonymity is not possible. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01