How does feedback formulation pattern differ between more-improvement and no-improvement student groups? An exploratory study

URI
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Type
Conference paper
Citation
Chen, W., Lyu, Q., Su, J., Aileen, C. S., Zhang, W., Su, G., & Li, X. (2023). How does feedback formulation pattern differ between more-improvement and no-improvement student groups? An exploratory study. In P. Blikstein, J. Van Aalst, R. Kizito, & K. Brennan (Eds.), Proceedings of the 17th International Conference of the Learning Sciences: ICLS 2023 (pp. 577-584). International Society of the Learning Sciences. https://repository.isls.org//handle/1/10300
Author
Chen, Wenli 
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Lyu, Qianru
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Su, Junzhu
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Chai, Aileen Siew Cheng
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Zhang, Weiyu
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Su, Guo
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Li, Xinyi
Abstract
Accumulating studies suggest including multiple feedback components such as evaluation and suggestion within one feedback unit is beneficial, yet how various feedback components are formulated and their learning effect remain understudied. This study examined the formulation pattern of different feedback components in the feedback given and received by groups with different levels of learning improvement. In social studies classrooms in Singapore, fourteen groups of secondary schoolers (n=61, female=61) participated in giving peer feedback during collaborative argumentation activities. Collaborative argumentation and feedback components of each group were collected and analyzed. The result reported that more-improvement groups tended to give and receive feedback that included an evaluation or position component before giving suggestions. No-improvement groups were more likely to give and receive feedback that started with a supportive standpoint of the reviewed content before opposing standpoints. The findings provide insights for the implementation of effective peer feedback in authentic classroom settings.
Date Issued
2023
ISBN
9781737330677 (online)
Publisher
International Society of the Learning Sciences, Inc.
Dataset
https://doi.org/10.25340/R4/ZEE0IY
Description
The open access version is available at https://repository.isls.org//handle/1/10300
Project
OER 17/19 CWL
Funding Agency
Ministry of Education, Singapore