Please use this identifier to cite or link to this item: https://ah.nccu.edu.tw/handle/140.119/120820


Title: A GEARed peer feedback model and implications for learning facilitation
Authors: Huang, Shu-Chen
黃淑真
Contributors: 外文中心
Keywords: Formative assessment;assessment feedback;assessment for learning;peer feedback
Date: 2018
Issue Date: 2018-11-06 14:52:28 (UTC+8)
Abstract: This study proposes a model to view and analyse college students' written peer feedback after they assess each other's formative task assignment and provide comments. The model was developed by: (a) revisiting learning-oriented assessment and feedback theories, (b) reviewing and summarising existing peer feedback analysis approaches as detailed in published empirical studies, and (c) analysing a small set of primary learner peer feedback data. In the proposed GEARed model of peer feedback, each complete piece of comment on one improvable unit may have four cognitive elements, i.e. identification of the Gap between performance and goal, Explanation of the gap, gap-bridging Aspirations, and being Resourceful to reach beyond the current knowledge/skill level. Two social-affective-interactive elements also play a part, i.e. being encouraging to the peer feedback receiver and doubtful toward the provider self. Each feedback comment may contain any or all of these incremental elements rather than being assigned only to one category. It is argued that the absent or unresolved aspects in feedback leave room for the receiver to reflect and may suggest instructional actions for teachers. Finally, different patterns of GEARed component combinations are hypothesised and their implications for learning and teaching are discussed.
Relation: ASSESSMENT & EVALUATION IN HIGHER EDUCATION, 43(7), 1194-1210
Data Type: article
DOI 連結: http://dx.doi.org/10.1080/02602938.2018.1439881
Appears in Collections:[外文中心] 期刊論文

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