Abstract
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.
| Original language | English |
|---|---|
| Pages (from-to) | 328-338 |
| Number of pages | 11 |
| Journal | Learning and Instruction |
| Volume | 20 |
| Issue number | 4 |
| DOIs | |
| Publication status | Published - 2010 Aug 1 |
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All Science Journal Classification (ASJC) codes
- Education
- Developmental and Educational Psychology
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Student revision with peer and expert reviewing. / Cho, Kwangsu; MacArthur, Charles.
In: Learning and Instruction, Vol. 20, No. 4, 01.08.2010, p. 328-338.Research output: Contribution to journal › Article
TY - JOUR
T1 - Student revision with peer and expert reviewing
AU - Cho, Kwangsu
AU - MacArthur, Charles
PY - 2010/8/1
Y1 - 2010/8/1
N2 - 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.
AB - 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.
UR - http://www.scopus.com/inward/record.url?scp=77949874569&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=77949874569&partnerID=8YFLogxK
U2 - 10.1016/j.learninstruc.2009.08.006
DO - 10.1016/j.learninstruc.2009.08.006
M3 - Article
VL - 20
SP - 328
EP - 338
JO - Learning and Instruction
JF - Learning and Instruction
SN - 0959-4752
IS - 4
ER -