Peer Feedback
Peer feedback within an educational setting is a two-way communication process where students interact with one another to evaluate a task or project. Peer feedback can take the form of written evaluation, corrections, discussions, suggestions or within a rubric.
Vygotsky's (1978) sociocultural theory describes a phenomenon of both interpsychological and intrapsychological processes. Meaning developmental changes occur twice within an individual; first between people and then internally within the individual. Peer feedback can assist in this process. Having students work together to discuss the results of a task or project. Once the student internalizes the feedback, they transition to higher intellectual functioning (Villamil & de Guerrero, 2006). |
Benefits of Peer Feedback
Much has been written about the benefits of peer feedback. Topping (1998) researched peer feedback and determined when instruction to students is organized and outcomes are clearly defined, students are able to provide feedback which meets or exceeds that of a trained educator. Furthermore, this type of feedback allows students to be introspective and create judgements about their own work.
Cheng and Warren (2000) elaborate on the benefits of peer feedback suggesting that students who participate in this type of learning enhance educational relationships and socializing skills, experience deeper learning, perform better on assessments, are autonomous learners, become increasingly reflective learners and are less dependent on the teacher. Most importantly, students become more critical learners as a result of this type of feedback.
Cheng and Warren (2000) elaborate on the benefits of peer feedback suggesting that students who participate in this type of learning enhance educational relationships and socializing skills, experience deeper learning, perform better on assessments, are autonomous learners, become increasingly reflective learners and are less dependent on the teacher. Most importantly, students become more critical learners as a result of this type of feedback.
Peer Feedback and Language
In addition to the peer feedback witnessed in the above video, Lui and Carless (2006) suggest peer feedback can be utilized in three distinct manners:
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Peer Feedback Activity
Using Padlet, provide our group with constructive feedback of our ETEC512 Vygotsky Learning Conference. Click on the button below for the Padlet site and use the password, ETEC512 to gain access. Instructions on how to post in Padlet are on the main page. This is a collaborative online tool which can be utilized for many different teaching aspects within the learning environment.
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References
Cheng, W. & Warren, M. (2000). Making a difference: Using peers to assess individual student's contributions to a group project. Teaching in higher education (5)2, 243-255.
Liu, N., & Carless, D. (2006) Peer feedback: The learning element of peer assessment. Teaching in Higher Education (11)3, 279-290, DOI: 10.1080/13562510600680582
Texas A&M University. (2010, July 22). A peer response demonstration [video file]. Retrieved from https://www.youtube.com/watch?v=VCio7AbO3vo
Topping, K.P. (1998). Peer assessment between students in colleges and universities. Review of Educational Research, (68)3, 249–276.
Villamil, O.S., & de Guerrero, M.C.M. (2006). Sociocultural theory: A framework for understanding the socio-cognitive dimensions of peer feedback. In K. Hyland & F. Hyland (Eds.), Feedback in second language writing: Context and issues. New York : Cambridge University Press.
Vygotsky, L. (1978). Mind and society [PDF]. Retrieved from http://www.cles.mlc.edu.tw/~cerntcu/099-curriculum/Edu_Psy/EP_03_New.pdf
Cheng, W. & Warren, M. (2000). Making a difference: Using peers to assess individual student's contributions to a group project. Teaching in higher education (5)2, 243-255.
Liu, N., & Carless, D. (2006) Peer feedback: The learning element of peer assessment. Teaching in Higher Education (11)3, 279-290, DOI: 10.1080/13562510600680582
Texas A&M University. (2010, July 22). A peer response demonstration [video file]. Retrieved from https://www.youtube.com/watch?v=VCio7AbO3vo
Topping, K.P. (1998). Peer assessment between students in colleges and universities. Review of Educational Research, (68)3, 249–276.
Villamil, O.S., & de Guerrero, M.C.M. (2006). Sociocultural theory: A framework for understanding the socio-cognitive dimensions of peer feedback. In K. Hyland & F. Hyland (Eds.), Feedback in second language writing: Context and issues. New York : Cambridge University Press.
Vygotsky, L. (1978). Mind and society [PDF]. Retrieved from http://www.cles.mlc.edu.tw/~cerntcu/099-curriculum/Edu_Psy/EP_03_New.pdf