The Development of Student Feedback Literacy: The Influences of Teacher Feedback on Peer Feedback

Autor/inn/en	Han, Ye; Xu, Yueting
Titel	The Development of Student Feedback Literacy: The Influences of Teacher Feedback on Peer Feedback
Quelle	In: Assessment & Evaluation in Higher Education, 45 (2020) 5, S.680-696 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
DOI	10.1080/02602938.2019.1689545
Schlagwörter	Feedback (Response); Multiple Literacies; Peer Evaluation; Teacher Influence; Graduate Students; Academic Language; Self Efficacy; Student Motivation; High Achievement; Written Language; STEM Education; Process Approach (Writing); English (Second Language); Foreign Countries; Individual Differences; China + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Self-efficacy; Selbstwirksamkeit; Schulische Motivation; Geschriebene Sprache; STEM; Prozessorientiertes Schreiben; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Individueller Unterschied
Abstract	Although the concept of student feedback literacy has drawn increasing attention in higher education, empirical research on this matter is still in its infancy. In the area of peer feedback, little research has investigated the role of teacher follow-up feedback on peer feedback in the development of student feedback literacy. To address the research gap, a multiple-case study of three Chinese master's students enrolled in an academic writing course was conducted, drawing on the students' drafts with peer feedback, teacher written feedback on that peer feedback, semi-structured interviews, retrospective verbal reports, observation field notes and class documents. Three students' epistemological and practical knowledge about, attitudes towards, and self-efficacy beliefs in peer feedback were found to improve at different paces and to different degrees. However, considerable individual variations were observed with two high-achieving, highly motivated participants becoming more feedback-literate than their under-achieving, minimally motivated peer. Teacher feedback on peer feedback was found to have distinct impacts on individual students, depending on learner factors including language ability, beliefs and motivation. These findings suggest that teacher feedback on peer feedback, if consistently provided and compatible with learner factors, can scaffold both cognitive and social-affective aspects of student feedback literacy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01