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Research on peer feedback has raised concerns about the cognitive demands of generating, interpreting and using feedback for revision. While there are numerous studies which examine the comparative effects of peer and teacher feedback on performance, less is known of how peer feedback works within a classroom context and what instructional support is necessary to bring about effective peer feedback for learning. Drawing from Hattie and Timperley’s Feedback Model, the notion of peer feedback quality is extended from a dichotomous perspective to a progressive view. This book provides evidence from classroom observations, detailed interviews and instructional interventions to shed some light on the effects of coaching and prompting to support learners in meaningful and focused feedback interactions. The research described in this book should be especially useful to any teacher keen on creating opportunities for purposeful peer feedback discussion, where errors or mistakes are seen as learning points, and peer feedback goes beyond a corrective function or simply searching for the 'right' answers, to one which promotes connecting ideas and the negotiation of meaning.
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About the Author:
Dr Mark Gan is a Research Fellow at the Faculty of Education, The University of Auckland, and a member of the Starpath Project team for Tertiary Participation and Success. Mark's research interests include developing learner engagement with feedback, teacher assessment literacy and data-informed decision-making of school leaders and teachers.
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- PublisherLAP LAMBERT Academic Publishing
- Publication date2014
- ISBN 10 3659487996
- ISBN 13 9783659487996
- BindingPaperback
- Number of pages264
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Book Description Taschenbuch. Condition: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -Research on peer feedback has raised concerns about the cognitive demands of generating, interpreting and using feedback for revision. While there are numerous studies which examine the comparative effects of peer and teacher feedback on performance, less is known of how peer feedback works within a classroom context and what instructional support is necessary to bring about effective peer feedback for learning. Drawing from Hattie and Timperley's Feedback Model, the notion of peer feedback quality is extended from a dichotomous perspective to a progressive view. This book provides evidence from classroom observations, detailed interviews and instructional interventions to shed some light on the effects of coaching and prompting to support learners in meaningful and focused feedback interactions. The research described in this book should be especially useful to any teacher keen on creating opportunities for purposeful peer feedback discussion, where errors or mistakes are seen as learning points, and peer feedback goes beyond a corrective function or simply searching for the 'right' answers, to one which promotes connecting ideas and the negotiation of meaning. 264 pp. Englisch. Seller Inventory # 9783659487996
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Book Description Condition: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. Autor/Autorin: Gan MarkDr Mark Gan is a Research Fellow at the Faculty of Education, The University of Auckland, and a member of the Starpath Project team for Tertiary Participation and Success. Mark s research interests include developing learner . Seller Inventory # 5159322
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Book Description Taschenbuch. Condition: Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - Research on peer feedback has raised concerns about the cognitive demands of generating, interpreting and using feedback for revision. While there are numerous studies which examine the comparative effects of peer and teacher feedback on performance, less is known of how peer feedback works within a classroom context and what instructional support is necessary to bring about effective peer feedback for learning. Drawing from Hattie and Timperley's Feedback Model, the notion of peer feedback quality is extended from a dichotomous perspective to a progressive view. This book provides evidence from classroom observations, detailed interviews and instructional interventions to shed some light on the effects of coaching and prompting to support learners in meaningful and focused feedback interactions. The research described in this book should be especially useful to any teacher keen on creating opportunities for purposeful peer feedback discussion, where errors or mistakes are seen as learning points, and peer feedback goes beyond a corrective function or simply searching for the 'right' answers, to one which promotes connecting ideas and the negotiation of meaning. Seller Inventory # 9783659487996
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Peer Feedback Quality Prompts, coaching and peer discussions
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ISBN 13: 9783659487996
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