Peer assessment for knowledge improvement: Do the type and the affective nature matter?

Abstract

Peer assessment is an important component in collaborative learning. Its effects have been substantially evidenced to vary with the types of feedback. This mixed-method study was conducted in a pre-service teachers’ TEL design learning context. It aimed to examine the different types of feedback and their affective nature on knowledge improvement. Specifically, the types of peer comments and their affective nature on pre-service teachers’ TPACK knowledge improvement were examined. The results showed that feedback that raised questions and concerns about the work and suggestive feedback gained the highest response rate leading to further improvement. Both positive and negative comments had the same impact on supporting the improvement of their work. The emoticon at the technology platform did not influence the participants with the affective state of the peer comments. The implications of future peer assessment implementations and the design of technology platforms to promote effective peer feedback are discussed.