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Written peer-feedback to enhance students’ current and future learning

TítuloWritten peer-feedback to enhance students’ current and future learning
Tipo de publicaciónJournal Article
Año de publicación2016
AutoresIon, G, Barrera-Corominas, A, Tomàs-Folch, M
RevistaInternational Journal of Educational Technology in Higher Education

Spanish universities are engaged in the implementation of the European Higher
Education Area (EHEA). This process implies the use of the most effective
instructional designs and methodologies in order to achieve deep learning, increase
student involvement in their own development, and professional and personalgreater
autonomy in the construction of knowledge. Peer-feedback is an effective
strategy to reach such requirements. The study aimed to analyze the type of
feedback students provide in peer-assessment in group work projects and to
investigate students’ perception towards peer-assessment for the improvement of
the learning process.
The methods were mixed. A semantic analysis of the type of feedback was
conducted. A total of 637 feedback units were analysed according to the guidelines
developed in the project. In addition, questionnaires to students and teachers
involved in the experience were administrated.
The results demonstrate that the great majority of feedback offered by students was
related to task development, followed by feedback regarding the motivational
aspects of the process and finally the structural and formal aspects of the writing. At
the end of the process, both teachers and students declared that the feedback
received helped them to better develop the task and support them in future

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