Student Peer Review: Enhancing Formative Feedback with a Rebuttal

Autor/inn/en	Harland, Tony; Wald, Navé; Randhawa, Haseeb
Titel	Student Peer Review: Enhancing Formative Feedback with a Rebuttal
Quelle	In: Assessment & Evaluation in Higher Education, 42 (2017) 5, S.801-811 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
DOI	10.1080/02602938.2016.1194368
Schlagwörter	Foreign Countries; Undergraduate Students; Research Universities; Ecology; Student Research; Research Proposals; Proposal Writing; Research Projects; Peer Evaluation; Formative Evaluation; Student Evaluation; Persuasive Discourse; Comparative Analysis; Student Attitudes; Semi Structured Interviews; New Zealand + Suchen Sie Ihr Suchwort? Ausland; Forschungseinrichtung; Ökologie; Studentenforschung; Forschungsgegenstand; Antragstellung; Forschungsvorhaben; Schulnote; Studentische Bewertung; Persuasion; Persuasive Kommunikation; Schülerverhalten; Neuseeland
Abstract	This study examines the use of peer review in an undergraduate ecology programme, in which students write a research proposal as a grant application, prior to carrying out the research project. Using a theoretical feedback model, we compared teacher and student peer reviews in a double blind exercise, and show how students responded to feedback given by each group. In addition, students wrote a rebuttal for every feedback point before re-drafting and submission. Despite students claiming they could tell if the reviewer was a teacher or student, this was not always the case, and both student and teacher feedback was accepted on merit. Analysis of feedback types and rebuttal actions showed similar patterns between students and teachers. Where teachers differed slightly was in the use of questions and giving direction. Interviews with students showed the rebuttal was a novel experience, because it required a consideration of each comment and justification as to why it was accepted, partially accepted or rejected. Being a reviewer helped students to learn about their own work, and it changed the way they understood the scientific literature. In addition, some students transferred their new peer review skills to help others outside of the ecology programme. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01