Negotiating Self- and Peer-Feedback with the Use of Reflective Journals: An Analysis of Undergraduates' Engagement with Feedback

Autor/inn/en	Hoo, Hui-Teng; Tan, Kelvin; Deneen, Christopher
Titel	Negotiating Self- and Peer-Feedback with the Use of Reflective Journals: An Analysis of Undergraduates' Engagement with Feedback
Quelle	In: Assessment & Evaluation in Higher Education, 45 (2020) 3, S.431-446 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hoo, Hui-Teng)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
DOI	10.1080/02602938.2019.1665166
Schlagwörter	Feedback (Response); Student Journals; Reflection; Undergraduate Students; Learner Engagement; Peer Evaluation; Self Evaluation (Individuals); Teamwork; Positive Attitudes; Goal Orientation; Competence; Foreign Countries; Young Adults; Singapore + Suchen Sie Ihr Suchwort? Studentenzeitung; Zielorientierung; Zielvorstellung; Kompetenz; Ausland; Young adult; Junger Erwachsener; Singapur
Abstract	Self- and peer-feedback are commonly used in higher education, and in most cases, it is assumed that students will engage with the feedback. There is, however, limited systematic exploration of how students use the feedback. This study proposes a structured reflective journal for students to engage with both self- and peer-feedback in the context of teamwork competencies. In total, 519 undergraduates' self- and peer-ratings and feedback and a matching number of reflective journals were coded for how students internally negotiate self- and peer-feedback on teamwork competencies. The analysis of ratings shows upward trajectories of self- and peer-ratings over time, and the analysis of journals suggests students were more effective in building their teamwork competencies when they negotiate their experiences by giving attention to positive affect, goal intention and performance. These findings highlight the importance of priming students to be reflective of self- and peer-feedback via a written and codified reflective journal. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01