The Impacts of Providing and Receiving Formative Peer Feedback on Secondary Students Achievement on a Graphic Design Project

Formative assessment is a widely accepted practice in education today aimed towards high student achievement (Gielen & De Weaver, 2015). Despite its’ acceptance, there remains some confusion, as well as contradictory ideas, around the best practices of formative assessment and, explicitly, feedback through formative assessment (Shute, 2008). There is specifically a lack of clarity on the impact of individual elements of providing and/or receiving formative feedback on student achievement. Further, the influence of this feedback, if provided to/from peers in formative settings, is not fully understood (Liu & Carless, 2006). These ideas are important to understand so as to help clarify and improve the implementation of formative assessment in current educational practices in order to lead to higher student achievement. This study focused on the use of graphic design projects in secondary education and investigated the impacts of elements of formative peer feedback to identify potentially significant influences related to student performance. A clearer understanding of the influence of providing and/or receiving formative peer feedback on student achievement may lead to better educational practices that result in the improvement of student performance. In this study, a quasi-experimental approach was used to investigate the impact of different elements of formative peer feedback in a middle school classroom as students participated in a four-week graphic design project. Students were assigned to research the impact of various topics relating to world-conflict and, following this research, design a slide that was visually appealing while accurately representing the information found during their research. At the midpoint of the project, students participated in formative peer assessment using an Adaptive Comparative Judgment (ACJ) software engine to facilitate the comparisons and the feedback. The students’ classes were divided into three intervention groups, which all participated in the ACJ sessions: one group only provided feedback, one group only received feedback, and one group both provided and received feedback. The results of providing and/or receiving formative peer feedback on student achievement, during this middle school graphic design project, are reported with the student perceptions of the impact of providing and/or receiving formative peer feedback. Additionally, the impact on student achievement related to the different assigned topics for the assignment are provided

Graphic Design Students’ Per spectives and Attitudes t owards Feedback w ithin Peer Assessment in Design Studio Pedagogy

This paper reports the validity of the hypothesis that giving and receiving peer feedback during studio critique supports the assumption that the nature of feedback affects student learning and student perceptions of the quality of the learning experience. The research question is whether peer feedback operated under studio pedagogy has the potential of enhancing quality learning. The purpose of this study is to examine student perceptions of peer feedback in a studio-based learning environment. This is a case study where data was collected qualitatively. This study clearly demonstrates the positive perceptions of peer feedback held by design students and the influence these perceptions have on students’ learning outcomes

The Effect of Feedback Giving Toward Citizenship Education Achievement Viewed From Students\u27 Attitudes

This study aimed to determine the effect feedback giving toward citizenship education achievement viewed from students\u27 attitudes. The study was conducted in SMAN 45 and 52 with sample consisted of 80 students were taken by multistage random sampling. Data collection was obtained through a questionnaire and achievement test and analyzed using Analysis of Variance (ANOVA) with a two-way design treatment by level 2 x 2. The results showed that: 1) citizenship education achievement on student peer feedback given higher than students who were given teacher feedback, 2) there is an interaction effect between giving feedback and achievement of student attitudes toward citizenship education achievement, and 3) citizenship education achievement in the group of students who have a positif attitude were given peer feedback  were higher than those teacher feedback. Based on the research results are expected citizenship education teachers in the learning process by providing feedback using peer feedback

Combining automated and peer feedback for effective learning design in writing practices

© 2017 Institute of Electrical and Electronics Engineers Inc.. All rights reserved. The provision of formative feedback has been shown to support self-regulated learning for improving students' writing. Formative peer feedback is a promising approach, but requires scaffolding to be effective for all students. Automated tools making use of writing analytics techniques are another useful means to provide formative feedback on students' writing. However, they should be applied through effective learning designs in pedagogic contexts for better uptake and sense-making by students. Such learning analytics applications open up the possibilities to combine different types of feedback for effective design of interventions in authentic contexts. A framework combining peer feedback and automated feedback is proposed to design effective interventions for improving student writing. Automated feedback is augmented by peer feedback for better contextual feedback and sense making, and peer feedback is enhanced by automated feedback as scaffolding, thus complementing each other

PEER FEEDBACK IN ENHANCING STUDENTS’ SPEAKING SKILLS

The study aims to discover students’ enhancement in their speaking skills through peer feedback technique and their response towards it. The study was done in order to strengthen the benefit of peer feedback technique in speaking skills for second grade of senior high school students. The study focuses on twenty two participants and employs qualitative case study design with Student Feedback Memo (SFM) and interview as the instruments. The analysis for SFM was based on close reading, understanding, and synchronizing. The analysis for interview was through correlating interviewees’ answers and SFM. It was found that peer feedback was new for students. Despite experiencing a new technique, students were able to enhance their speaking skills. Students also support the use of peer feedback technique in other classroom activity;---Penelitian ini ditujukan untuk mengetahui peningkatan siswa dalam kempuan berbicara melalui teknik peer feedback dan respon siswa terhadap teknik tersebut. penelitian ini dilaksanakan untuk memperkuatmanfaat teknik peer feedback dalam kemampuan berbicara untuk kelas menengah dari Sekolah Menengah Atas. Penelitian ini berfokus pada dua puluh dua peserta dan menggunakan desain qualitatif studi kasus dengan Student Feedback Memo (SFM) dan wawancara sebagai instrumen penelitian. Analisis dari SFM didasakan pada pembacaan cermat, pemahaman, dan menyamakan. Analisis dari wawancara didasarkan pada aktifitas menghubungkan jawaban para responden dan SFM. Hasil penelitian menunjukan bahwa teknik peer feedback merupakan hal yang baru untuk siswa. Meskipun menghadapi suatu teknik yang baru, siswa dapat meningkatkan kemampuan berbicaranya. Siswa pun mendukung penggunaan teknik peer feedback pada materi pembelajaran lainnya

Using Social Media to Promote Deep Learning and Increase Student Engagement

In this paper we discuss an intervention that was introduced at the University of Glasgow in order to address problems of scheduling face to face Peer Assisted Learning (PAL) sessions in the College of Science and Engineering (CoSE). Using Facebook groups, the authors have successfully implemented a Virtual Peer Assisted Learning (VPAL) model. We begin by discussing the background to choosing VPAL as a model and Facebook groups as a method of delivery, and then set out our model in detail. We next present some recent student feedback and discuss the strengths and weaknesses of our model. We end by also commenting on the sustainability and transferability of this design

Assessment and feedback for large classes in transnational engineering education: student–staff partnership-based innovative approach

Assessment and feedback (A&F) are two major components of any educational program and must be properly in place to ensure student learning and quality of experience. However, these important components come under severe challenges of meeting student expectations in the large class size context. When the program delivery relates to a transnational educational (TNE) scenario, the additional constraints on staff–student physical interaction, regional time differences and cultural background gaps introduce additional challenges: Conducting proper assessments and provide timely and constructive feedback to the students. In this paper, the authors propose a novel assessment and feedback framework which exploits having a large student number as a positive factor by introducing staff–student partnership to implement efficient assessment and feedback strategies. Authors propose to use students for peer-review, assessment design, evaluation rubric design and tutorial-based feedback. The students also take part in preparing feedback clusters based on which the instructor provides pseudo-personalised video feedback. Through feedback clusters, authors introduce the trade-off between individual feedback and generic feedback. The results of the study are particularly promising in terms of student satisfaction and learning enhancement

A Comparison of Anonymous E-Peer Review Versus Identifiable E-Peer Review on College Student Writing Performance and Learning Satisfaction

The purpose of this study was to compare the effects of anonymous e-peer review with identifiable e-peer review on student writing performance and learning satisfaction. It also investigated whether anonymous e-peer review facilitated a greater amount of critical peer feedback. Quasi-experimental design was used to test group differences on the dependent variables. Participants were 48 freshmen enrolled in two English Composition classes at Old Dominion University in the fall semester of 2003. The two intact classes taught by the same instructor were randomly assigned to the anonymous e-peer review group and the identifiable e-peer review group. The results showed that students in the anonymous e-peer review group outperformed their counterparts in the identifiable e-peer review group on writing performance; students in the anonymous e-peer review group provided a greater amount of critical feedback and lower ratings on their peers\u27 writing. No significant differences between the anonymous e-peer review group and the identifiable e-peer review group were found on student learning satisfaction

Collaborative peer feedback and learning analytics: theory-oriented design for supporting class-wide interventions

Although dialogue can augment the impact of feedback on student learning, dialogic feedback is unaffordable by instructors teaching large classes. In this regard, peer feedback can offer a scalable and effective solution. However, the existing practices optimistically rely on students' discussion about feedback and lack a systematic design approach. In this paper, we propose a theoretical framework of collaborative peer feedback which structures feedback dialogue into three distinct phases and outlines the learning processes involved in each of them. Then, we present a web-based platform, called Synergy, which is designed to facilitate collaborative peer feedback as conceptualised in the theoretical framework. To enable instructor support and facilitation during the feedback practice, we propose a learning analytics support integrated into Synergy. The consolidated model of learning analytics, which concerns three critical pieces for creating impactful learning analytics practices, theory, design and data science, was employed to build the analytics support. The learning analytics support aims to guide instructors' class-wide actions toward improving students' learning experiences during the three phases of peer feedback. The actionable insights that the learning analytics support offers are discussed with examples