Presentation on Quality of Online Peer Feedback from the Giver’s Perspective for EARLI2013

Esther.vanPopta@HAN.nl | Quality of Online Peer Feedback from the Giver’s Perspective | EARLI 2013 27-31 Aug

Quality of Online Peer Feedback from the Giver’s Perspective

EARLI-symposium on formative feedbackin digitale interaction to enhance learning28 august 2013Drs. Esther van PoptaSCO-ICTO Hogeschool van Arnhem en Nijmegen

Prof. dr. Robert-Jan SimonsProf. dr. Rob Martens en Dr. Gino CampDr. Marijke Kral

Esther.vanPopta@HAN.nl | Quality of Online Peer Feedback from the Giver’s Perspective | EARLI 2013 27-31 Aug

Program

• Focus • Aims and research questions• Method– instrument

• Findings (descriptive)• Discussion

Esther.vanPopta@HAN.nl | Quality of Online Peer Feedback from the Giver’s Perspective | EARLI 2013 27-31 Aug

Focus (1)• This study focuses on peerfeedback • Peerfeedback is a practice where feedback is given by one

student to another. Peer feedback is used to provide students more opportunities to learn from each other. After students finish an assignment, student work together to check each other's work and give comments to the peer partner. Comments from peers are called as peer feedback. Peer feedback can be in the form of corrections, opinions, suggestions, ideas to each other. Thus, peer feedback is a two-way process in which one cooperates with the other

Esther.vanPopta@HAN.nl | Quality of Online Peer Feedback from the Giver’s Perspective | EARLI 2013 27-31 Aug

Focus (2)• Most of the research on the added value of peerfeedback

focuses on the benefits for the receiver (Kim (2005), Sluijsmans e.a. (2002) Prins e.a. (2006), Gielen e.a. (2010)).

• Little research is done on the learning benefits for the giver of the peerfeedback (Boud (2010), Cowan (2010), Sadler (2010), vd Berg e.a. (2006))

• Findings from the Giver’s Perspective (Nicol, Thomson and Breslin, 2013) show that: ‘producing feedback engages students in multiple acts of evaluative judgement both about the work of peers and, through a reflective process, about their own work’.

Esther.vanPopta@HAN.nl | Quality of Online Peer Feedback from the Giver’s Perspective | EARLI 2013 27-31 Aug

AimIf students benefit from producing/giving peerfeedback, it

would be interesting to find out if the feedback can be used as evidence for the development of competences

Is it possible for students to demonstrate their own understanding of the course content (this defines the quality of the feedback) in their given peer feedback?

Aim of this study is to determine if the given peer feedback can be used to assess the development of competence of the giver

Esther.vanPopta@HAN.nl | Quality of Online Peer Feedback from the Giver’s Perspective | EARLI 2013 27-31 Aug

Research question

First research question: • What levels of quality can be distinguished in

given online peer feedback?

• (next question: to what extent does the quality of given online peer feedback relate to other measurements of competencies?)

Esther.vanPopta@HAN.nl | Quality of Online Peer Feedback from the Giver’s Perspective | EARLI 2013 27-31 Aug

Quality of peer feedbackFrom research (D. Nicol; G. Sparks-Langer) the following criteria

are defined for using feedback as a demonstration of their own understanding :

The peer feedback should contain A. one or more evaluative judgements about (parts of) the

learning product of the peer studentB. one or more suggestions for improvement for (parts of) the

learning product of the peer studentC. an explanation for the evaluative judgement(s) and/or the

suggestion(s) for improvementD. references to relevant theoretical concepts as part of the

explanation

Esther.vanPopta@HAN.nl | Quality of Online Peer Feedback from the Giver’s Perspective | EARLI 2013 27-31 Aug

Method1. Participants: 170 student Higher Education

(two universities of applied sciences)2. Design research: during six months students

gave online peerfeedback (see visual)3. Instrument– Scored quality of 2500 feedback fragments

(secundary data analysis)

4. Example

Esther.vanPopta@HAN.nl | Quality of Online Peer Feedback from the Giver’s Perspective | EARLI 2013 27-31 Aug

Design research – feedback process

Esther.vanPopta@HAN.nl | Quality of Online Peer Feedback from the Giver’s Perspective | EARLI 2013 27-31 Aug

Instrument

Esther.vanPopta@HAN.nl | Quality of Online Peer Feedback from the Giver’s Perspective | EARLI 2013 27-31 Aug

Example

Esther.vanPopta@HAN.nl | Quality of Online Peer Feedback from the Giver’s Perspective | EARLI 2013 27-31 Aug

Descriptive Results (1)

Esther.vanPopta@HAN.nl | Quality of Online Peer Feedback from the Giver’s Perspective | EARLI 2013 27-31 Aug

Descriptive results (2)

Esther.vanPopta@HAN.nl | Quality of Online Peer Feedback from the Giver’s Perspective | EARLI 2013 27-31 Aug

Next steps

• Develop model of levels of quality (based on research-instrument)

• Define scoring on a studentlevel• Study development in scoring and factors of

influence on this development• Doing some experimental research

Esther.vanPopta@HAN.nl | Quality of Online Peer Feedback from the Giver’s Perspective | EARLI 2013 27-31 Aug

Discussion

1. Questions?2. What kind of analyses would be relevant? 3. Are there other interesting questions to

study?

More information

Quality of Online Peer Feedback from the Giver’s Perspective

esther.vanpopta@han.nl www.e-peerfeedback.nl