A GEARed Peer Feedback Model and Implications for Learning Facilitation

Autor/in	Huang, Shu-Chen
Titel	A GEARed Peer Feedback Model and Implications for Learning Facilitation
Quelle	In: Assessment & Evaluation in Higher Education, 43 (2018) 7, S.1194-1210 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
DOI	10.1080/02602938.2018.1439881
Schlagwörter	Feedback (Response); Models; Formative Evaluation; Peer Evaluation; College Students; Foreign Countries; Taiwan + Suchen Sie Ihr Suchwort? Analogiemodell; Collegestudent; Ausland
Abstract	This study proposes a model to view and analyse college students' written peer feedback after they assess each other's formative task assignment and provide comments. The model was developed by: (a) revisiting learning-oriented assessment and feedback theories, (b) reviewing and summarising existing peer feedback analysis approaches as detailed in published empirical studies, and (c) analysing a small set of primary learner peer feedback data. In the proposed GEARed model of peer feedback, each complete piece of comment on one improvable unit may have four cognitive elements, i.e. identification of the "G"ap between performance and goal, "E"xplanation of the gap, gap-bridging "A"spirations, and being "R"esourceful to reach beyond the current knowledge/skill level. Two social-affective-interactive elements also play a part, i.e. being "e"ncouraging to the peer feedback receiver and "d"oubtful toward the provider self. Each feedback comment may contain any or all of these incremental elements rather than being assigned only to one category. It is argued that the absent or unresolved aspects in feedback leave room for the receiver to reflect and may suggest instructional actions for teachers. Finally, different patterns of GEARed component combinations are hypothesised and their implications for learning and teaching are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01