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- W2525171655 abstract "Abstract The present study examined the effectiveness of (a) peer feedback for learning, more specifically of certain characteristics of the content and style of the provided feedback, and (b) a particular instructional intervention to support the use of the feedback. A quasi-experimental repeated measures design was adopted. Writing assignments of 43 students of Grade 7 in secondary education showed that receiving ‘justified’ comments in feedback improves performance, but this effect diminishes for students with better pretest performance. Justification was superior to the accuracy of comments. The instructional intervention of asking assessees to reflect upon feedback after peer assessment did not increase learning gains significantly." @default.
- W2525171655 created "2016-10-07" @default.
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- W2525171655 date "2009-08-01" @default.
- W2525171655 modified "2023-09-23" @default.
- W2525171655 title "Improving the effectiveness of peer feedback for learning" @default.
- W2525171655 hasPublicationYear "2009" @default.
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