Student revision with peer and expert reviewing

被引：250

作者：

Cho, Kwangsu ^{[1
,2
]}

MacArthur, Charles ^{[3
]}

机构：

[1] Univ Missouri, Sch Informat Sci & Learning Technol, Columbia, MO 65211 USA

[2] Sungkyunkwan Univ, Dept Interact Sci, Seoul 110745, South Korea

[3] Univ Delaware, Sch Educ, Newark, DE 19716 USA

来源：

LEARNING AND INSTRUCTION | 2010年 / 20卷 / 04期

关键词：

Peer revision; Peer review; Expert review; Feedback; INSTRUCTION; KNOWLEDGE; FEEDBACK; METAANALYSIS; INFORMATION; ERROR;

D O I：

10.1016/j.learninstruc.2009.08.006

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

In a previous study we found that students receiving feedback from multiple peers improve their writing quality more than students receiving feedback from a single expert. The present study attempted to explain that finding by analyzing the feedback types provided by experts and peers, how that feedback was related to revisions, and how revisions affected quality. Participants were 28 undergraduates who received feedback from a single expert (SE), a single peer (SP), or multiple peers (MP), thus forming three groups, respectively. The MP group received more feedback of all types. Non-directive feedback predicted complex repairs that the MP group made more than both other groups. Complex repairs were associated with improved quality. (C) 2009 Elsevier Ltd. All rights reserved.

引用

页码：328 / 338

页数：11

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