Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.769988
Title: Implementing peer feedback for learning : a study with Taiwanese higher education students
Author: Lin, I-Fen
ISNI:       0000 0004 7660 4177
Awarding Body: King's College London
Current Institution: King's College London (University of London)
Date of Award: 2019
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Abstract:
Peer feedback as a dialogic process opens up possibilities for developing evaluative judgement and enhancing students' engagement with feedback to promote self-regulated learning. Although various studies have been conducted on peer assessment in the field of assessment for learning little is known about composing and receiving peer feedback from students' perspectives. Furthermore, peer assessment with formative feedback is an unfamiliar idea in the context outside of the main Anglophone countries where feedback as telling rather than dialogic interaction. The study proposed the contextual and cultural background might influence the level of students' engagement in feedback processes. This study explored 22 Taiwanese higher education students' perceptions toward the implementation of peer assessment and the challenges and barriers of composing and receiving peer feedback following their English group presentations. Technology as a means to enhance timely and quantity feedback, peer assessment was implemented by uploading drafts of work in progress onto Social media, Facebook, and receiving peer feedback. Data was collected through questionnaires, interviews and composing feedback document to elicit students' voice and to reflect students' concerns on peer assessment practices. A conceptual model of implementing peer assessment illustrating the relationship between the feedback giver, the feedback receiver and the teacher is developed. A significant finding is that students reported that composing feedback is often more productive than receiving since it activates backwards reflecting on self-work and generate internal feedback to inform the subsequent engagement. Another interesting finding is that students perceived their writing skills improved more by composing feedback. However, face issues, retaining interpersonal harmony and students' interpretation of learning appeared to inhibit students from engaging with feedback in a sustainable way. This study sheds light on student-centred learning from composing feedback and engaging with feedback in the context outside of the main Anglophone countries which have been neglected in the feedback literature and has implications for educators and researchers in facilitating feedback sustainability in the CHC context and in the main Anglophone settings where students have a CHC background.
Supervisor: Jones, Jane Yelka ; Webb, Mary Elizabeth Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.769988  DOI: Not available
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