From feedback to revisions: Effects of feedback features and perceptions

Contemporary Educational Psychology

Volumn 60, Issue , 2020, Pages

  Wu, Yong ^a   Schunn, Christian D ^a  

^a UNIVERSITY OF PITTSBURGH   (United States)

Author keywords

Agreement; Feedback features; Implementation; Mediators; Peer feedback; Understanding

Indexed keywords

EID: 85076312511     PISSN: 0361476X     EISSN: 10902384     Source Type: Journal    
DOI: 10.1016/j.cedpsych.2019.101826     Document Type: Article

References (65)

1. Andrade, H.G., Using rubrics to promote thinking and learning. Educational Leadership 57:5 (2000), 13–18.
2. Anthony, J.V., Joanne, M.G., Understanding interobserver agreement: The Kappa Statistic. Family Medicine 37:5 (2005), 360–363.
3. Baker, W., Bricker, R.H., The effects of direct and indirect speech acts on native English and ESL speakers’ perception of teacher written feedback. System 38:1 (2010), 75–84, 10.1016/j.system.2009.12.007.
4. Bangert-Drowns, R.L., Kulik, C.L.C., Kulik, J.A., Morgan, M., The instructional effect of feedback in test-like events. Review of Educational Research 61:2 (1991), 213–238, 10.3102/00346543061002213.
5. Bolzer, M., Strijbos, J.W., Fischer, F., Inferring mindful cognitive-processing of peer-feedback via eye-tracking: Role of feedback-characteristics, fixation-durations and transitions. Journal of Computer Assisted Learning 31:5 (2014), 422–434, 10.1111/jcal.12091.
6. Brown, G.T., Glasswell, K., Harland, D., Accuracy in the scoring of writing: Studies of reliability and validity using a New Zealand writing assessment system. Assessing Writing 9:2 (2004), 105–121, 10.1016/j.asw.2004.07.001.
7. Carless, D., Differing perceptions in the feedback process. Studies in Higher Education 31:2 (2006), 219–233, 10.1080/03075070600572132.
8. Cho, K., MacArthur, C., Learning by reviewing. Journal of Educational Psychology 103:1 (2011), 73–84, 10.1037/a0021950.
9. Cho, K., Schunn, C.D., Scaffolded writing and rewriting in the discipline: A web-based reciprocal peer review system. Computers and Education 48:3 (2007), 409–426, 10.1016/j.compedu.2005.02.004.
10. Cho, K., Schunn, C.D., Charney, D., Commenting on writing: Typology and perceived helpfulness of comments from novice peer reviewers and subject matter experts. Written Communication 23:3 (2006), 260–294, 10.1177/0741088306289261.
11. Cho, K., Schunn, C.D., Wilson, R.W., Validity and reliability of scaffolded peer assessment of writing from instructor and student perspectives. Journal of Educational Psychology 98:4 (2006), 891–901, 10.1037/0022-0663.98.4.891.
12. Chory, R.M., Westerman, C.Y.K., Feedback and fairness: The relationship between negative performance feedback and organizational justice. Western Journal of Communication 73:2 (2009), 157–181, 10.1080/10570310902856055.
13. College Board. (2018). Program summary report. Retrieved from https://secure media.collegeboard.org/digitalServices/pdf/research/2018/Program-Summary-Report- 2018.pdf.
14. Ferris, D.R., The influence of teacher commentary on student revision. TESOL Quarterly 31:2 (1997), 315–339, 10.2307/3588049.
15. Gibbs, G., Simpson, C., Conditions under which assessment supports students’ learning. Learning and Teaching in Higher Education 1 (2004), 3–31.
16. Gielen, S., Peeters, E., Dochy, F., Onghena, P., Struyven, K., Improving the effectiveness of peer feedback for learning. Learning and Instruction 20:4 (2010), 304–315, 10.1016/j.learninstruc.2009.08.007.
17. Graham, S., Perin, D., A meta-analysis of writing instruction for adolescent students. Journal of Educational Psychology 99:3 (2007), 445–476, 10.1037/0022-0663.99.3.445.
18. Harks, B., Rakoczy, K., Hattie, J., Besser, M., Klieme, E., The effects of feedback on achievement, interest and self-evaluation: The role of the feedback's perceived usefulness. Educational Psychology 34:3 (2014), 269–290, 10.1080/01443410.2013.785384.
19. Higgins, R. (2000). “Be more critical”: Rethinking assessment feedback. Paper presented at British Educational Research Association Conference. Cardiff University. Available online at: http://www.leeds.ac.uk/educo/documents/00001548.htm.
20. Hattie, J., Timperley, H., The power of feedback. Review of Educational Research 77:1 (2007), 81–112, 10.3102/003465430298487.
21. Horcajo, J., Briñol, P., Petty, R.E., Consumer persuasion: Indirect change and implicit balance. Psychology & Marketing 27:10 (2010), 938–963, 10.1002/mar.20367.
22. Hosman, L.A., The evaluative consequences of hedges, hesitations, and intensifies: Powerful and powerless speech styles. Human Communication Research 15:3 (1989), 383–406, 10.1111/j.1468-2958.1989.tb00190.x.
23. Hughes, G.D., Teacher retention: Teacher characteristics, school characteristics, organizational characteristics, and teacher efficacy. The Journal of Educational Research 105:4 (2012), 245–255, 10.1080/00220671.2011.584922.
24. Hyland, F., Hyland, K., Sugaring the pill: Praise and criticism in written feedback. Journal of Second Language Writing 10:3 (2001), 185–212, 10.1016/S1060-3743(01)00038-8.
25. Hyland, K., Talking to the academy: Forms of hedging in science research articles. Written Communication 13:2 (1996), 251–281, 10.1177/0741088396013002004.
26. Huisman, B., Saab, N., Van Driel, J., Van den Broek, P., Peer feedback on academic writing: Undergraduate students’ peer feedback role, peer feedback perceptions and essay performance. Assessment & Evaluation in Higher Education 43:6 (2018), 955–968, 10.1080/02602938.2018.1424318.
27. Ilgen, D.R., Fisher, C.D., Taylor, M.S., Consequences of individual feedback on behavior in organizations. Journal of Applied Psychology 64:4 (1979), 349–371, 10.1037/0021-9010.64.4.349.
28. Irvin, M.J., Meece, J.L., Byun, S., Farmer, T.W., Hutchins, B.C., Relationship of school context to rural youth's educational achievement and aspirations. Journal of Youth and Adolescence 40:9 (2011), 1225–1242, 10.1007/s10964-011-9628-8.
29. Jönsson, A., Facilitating productive use of feedback in higher education. Active Learning in Higher Education 14:1 (2013), 63–76, 10.1177/1469787412467125.
30. Jönsson, A., Panadero, E., The use and design of rubrics to support assessment for learning. Carless, D., et al. (eds.) Scaling up assessment for learning in higher education, 2017, Springer, Singapore, 99–111.
31. Kaufman, J.H., Schunn, C.D., Students’ perceptions about peer assessment for writing: Their origin and impact on revision work. Instructional Science 39:3 (2010), 387–406, 10.1007/s11251-010-9133-6.
32. Kluger, A.N., DeNisi, A., The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory. Psychological Bulletin 119:2 (1996), 254–284, 10.1037/0033-2909.119.2.254.
33. Lee, K.Y., Hedging expressions used in academic written feedback: A study on the use of modal verbs. Research in Corpus Linguistics 1 (2013), 33–45.
34. Leung, K., Su, S., Morris, M.W., When is criticism not constructive? The roles of fairness perceptions and dispositional attributions in employee acceptance of critical supervisory feedback. Human Relations 54:9 (2001), 1155–1187, 10.1177/0018726701549002.
35. Liu, N.F., Carless, D., Peer feedback: The learning element of peer assessment. Teaching in Higher Education 11:3 (2006), 279–290, 10.1080/13562510600680582.
36. Lizzio, A., Wilson, K., Feedback on assessment: Students’ perceptions of quality and effectiveness. Assessment & Evaluation in Higher Education 33:3 (2008), 263–275, 10.1080/02602930701292548.
37. Locke, E.A., Toward a theory of task motivation and incentives. Organizational Behavior and Human Performance 3:2 (1968), 157–189, 10.1016/0030-5073(68)90004-4.
38. Lu, J., Law, N., Online peer assessment: Effects of cognitive and affective feedback. Instructional Science 40:2 (2012), 257–275, 10.1007/s11251-011-9177-2.
39. Mory, E.H., Feedback research revisited. Jonassen, D.H., (eds.) Handbook of research on educational communications and technology, 2004, Lawrence Erlbaum Associates, Mahwah, NJ, 745–783.
40. Moskal, B.M., Scoring rubrics: What, when and how?. Practical Assessment, Research & Evaluation 7:3 (2000), 1–5 http://PAREonline.net/getvn.asp?v=7&n=3.
41. Narciss, S., Feedback strategies for interactive learning tasks. Spector, J.M., Merrill, M.D., Van Merriënboer, J.J.G., Driscoll, M.P., (eds.) Handbook of research on educational communications and technology, 3rd ed., 2008, Erlbaum, Mahwah, NJ, 125–143.
42. Nelson, M.M., Schunn, C.D., The nature of feedback: How different types of peer feedback affect writing performance. Instructional Science 37:4 (2009), 375–401, 10.1007/s11251-008-9053-x.
43. Paré, D.E., Joordens, S., Peering into large lectures: Examining peer and expert mark agreement using peerScholar, an online peer assessment tool. Journal of Computed Assisted Learning 24:16 (2008), 526–540, 10.1111/j.1365-2729.2008.00290.x.
44. Patchan, M.M., Schunn, C.D., Clark, R., Accountability in peer assessment: Examining the effects of reviewing grades on peer ratings and peer feedback. Studies in Higher Education 43:12 (2018), 2263–2278, 10.1080/03075079.2017.1320374.
45. Patchan, M.M., Schunn, C.D., Correnti, R.J., The nature of feedback: How peer feedback features affect students’ implementation rate and quality of revisions. Journal of Educational Psychology 108:8 (2016), 1098–1120, 10.1037/edu0000103.
46. Pennebaker, J.W., Mehl, M.R., Niederhoffer, K.G., Psychological aspects of natural language use: Our words, our selves. Annual Review of Psychology 54 (2003), 547–577, 10.1146/annurev.psych.54.101601.145041.
47. Price, M., Handley, K., Millar, J., Feedback: Focusing attention on engagement. Studies in Higher Education 36:8 (2011), 879–896, 10.1080/03075079.2010.483513.
48. Reder, L.M., Schunn, C.D., Metacognition does not imply awareness: Strategy choice is governed by implicit learning and memory. Reder, L.M., (eds.) Implicit memory and metacognition, 1996, Erlbaum, Hillsdale, NJ, 45–77.
49. Russell, J., Horne, S.V., Ward, A.S., Bettis, E.A., Gikonyo, J., Variability in students’ evaluating processes in peer assessment with calibrated peer review. Journal of Computed Assisted Learning 33:2 (2017), 178–190, 10.1111/jcal.12176.
50. Ryan, T., Henderson, M., Feeling feedback: Students’ emotional responses to educator feedback. Assessment & Evaluation in Higher Education 43:6 (2017), 880–892, 10.1080/02602938.2017.1416456.
51. Sadler, D.R., Formative assessment and the design of instructional systems. Instructional Science 18:2 (1989), 119–144, 10.1007/BF00117714.
52. Schunn, C.D., Godley, A.J., DiMartino, S., The reliability and validity of peer review of writing in high school AP English classes. Journal of Adolescent & Adult Literacy 60:1 (2016), 13–23, 10.1002/jaal.525.
53. Shute, V.J., Focus on formative feedback. Review of Educational Research 78:1 (2008), 153–189, 10.3102/0034654307313795.
54. Strijbos, J.W., Narciss, S., Dünnebier, K., Peer feedback content and sender's competence level in academic writing revision tasks: Are they critical for feedback perceptions and efficiency?. Learning and Instruction 20:4 (2010), 291–303, 10.1016/j.learninstruc.2009.08.008.
55. Sweller, J., Cognitive load during problem solving: Effects on learning. Cognitive Science 12:2 (1988), 257–285, 10.1207/s15516709cog1202_4.
56. Topping, K., Peer assessment between students in colleges and universities. Review of Educational Research 68:3 (1998), 249–276, 10.3102/00346543068003249.
57. Tseng, S.C., Tsai, C.C., On-line peer assessment and the role of the peer feedback: A study of high school computer course. Computers & Education 49:4 (2007), 1161–1174, 10.1016/j.compedu.2006.01.007.
58. Tsui, A.B.M., Ng, M., Do secondary L2 writers benefit from peer comments?. Journal of Second Language Writing 9:2 (2000), 147–170, 10.1016/S1060-3743(00)00022-9.
59. Van der Pol, J., Van den Berg, B.A.M., Admiraal, W.F., Simons, P.R.J., The nature, reception, and use of online peer feedback in higher education. Computers & Education 51:4 (2008), 1804–1817, 10.1016/j.compedu.2008.06.001.
60. Weaver, M.R., Do students value feedback? Student perceptions of tutors’ written responses. Assessment & Evaluation in Higher Education 31:3 (2006), 379–394, 10.1080/02602930500353061.
61. Winstone, N.E., Nash, R.A., Rowntree, J., Parker, M., ‘It'd be useful, but I wouldn't use it’: Barriers to university students’ feedback seeking and recipience. Studies in Higher Education 42:11 (2017), 2026–2041, 10.1080/03075079.2015.1130032.
62. Xuan, X., Xue, Y., Zhang, C., Luo, Y., Jiang, W., Qi, M., et al. Relationship among school socioeconomic status, teacher-student relationship, and middle school students’ academic achievement in China: Using the multilevel mediation model. PLoS ONE, 14(3), 2019, e0213783, 10.1371/journal.pone.0213783.
63. Yang, M., Badger, R., Yu, Z., A comparative study of peer and teacher feedback in a Chinese EFL writing class. Journal of Second Language Writing 15:3 (2006), 179–200, 10.1016/j.jslw.2006.09.004.
64. Young, P., “I might as well give up”: Self-esteem and mature students’ feelings about feedback on assignments. Journal of Further and Higher Education 24:3 (2000), 409–418, 10.1080/030987700750022325.
65. Yu, S., Hu, G., Understanding university students’ peer feedback practices in EFL writing: Insights from a case study. Assessing Writing 33 (2017), 25–35, 10.1016/j.asw.2017.03.004.