Peer Feedback

Project partners: Dr. Jan-Willem Strijbos, Leiden University, Niederlande

For an active construction and communication of knowledge, basic collaborative learning and instruction situations are of fundamental importance. In such collaborative learning and instruction situations, feedback among students can be given to each other. If learners, meaning persons of same social status, give feedback to each other in a learning and instruction context, we talk about peer feedback.

How is peer feedback perceived? Under which conditions does feedback promote learning? Do learners benefit from generating peer feedback? These questions are investigated in our studies on peer feedback (e.g. Strijbos, Narciss, Duennebier, 2010). For example, our focus is to clarify how characteristics of feedback providers on the one hand (e.g. level of competence) and characteristics of the peer feedback content on the other hand (e.g. level of elaboration) influence feedback perception and effectiveness.

Selected pubications:

• Strijbos, J.-W., Narciss, S., & Dünnebier, K. (2010). Peer feedback content and sender's competence level in academic writing revision tasks: Are they critical for feedback perceptions and efficiency? Learning and Instruction, 20, 291-303  doi:10.1016/j.learninstruc.2009.08.008