University of Twente Student Theses
From Criteria to Competence: Enhancing Peer Feedback Practices Among University Students
Obregon Comino, Alicia (2024) From Criteria to Competence: Enhancing Peer Feedback Practices Among University Students.
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| Abstract: | This study investigates various peer feedback strategies, particularly rubrics, exemplars and deconstructed rubrics, and their effectiveness in enhancing the quality of feedback and students’ self-efficacy. Prior literature indicates that while peer feedback can significantly improve students' learning outcomes and critical skills development, however, the implementation of rubrics and exemplars requires careful contextual support to be effective (Brookhart, 2018; Carless et al., 2018; Hawe, 2021). The research question addresses which feedback approach—(1) using rubrics alone, (2) using exemplars with teacher-provided rubrics, or (3) deconstructing criteria before analysing exemplars—is most effective in improving peer feedback quality and students' self-efficacy. The prediction is that deconstructing criteria before analysing exemplars will result in the greatest improvement in feedback quality and self-efficacy due to deeper engagement with assessment criteria. A pre-post, between-subjects design was used to examine the effects of these feedback strategies among 40 university students divided into three groups corresponding to the different feedback approaches. Participants provided feedback on argumentative essays and their feedback quality (measured once) and self-efficacy (measured before and after the intervention) using inferential statistics. Results revealed no significant difference in feedback quality or self-efficacy among the three groups. These findings suggest that while peer feedback activities can improve self-efficacy, the specific implementation method may not significantly impact feedback quality. The study highlights the complexity of peer feedback approaches and calls for further research to explore innovative approaches and their applicability across different educational contexts. The implications highlight the need for continued investigation into effective peer feedback strategies to enhance educational practices and student development. |
| Item Type: | Essay (Bachelor) |
| Faculty: | BMS: Behavioural, Management and Social Sciences |
| Subject: | 77 psychology, 81 education, teaching |
| Programme: | Psychology BSc (56604) |
| Link to this item: | https://purl.utwente.nl/essays/100116 |
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