scholarly journals Making Internal Feedback Explicit: Exploiting the Multiple Comparisons that occur during Peer Review

2020 ◽  
Author(s):  
David Nicol ◽  
Suzanne McCallum
Keyword(s):  
Peer Review ◽  
Multiple Comparisons ◽  
External Information ◽  
Internal Feedback ◽  
Teacher Workload ◽  
Simultaneous Comparisons

This article takes the view that students generate internal feedback about their own work by comparing it against some external information. Based on this framing, it explores the inner feedback that students generate during peer review when they compare their work with the work of peers and with comments received from peers. The outputs of these comparisons were made explicit by having students write an account of what they learned from them. This allowed us to evaluate the extent to which students’ internal feedback would match the feedback a teacher might provide. Analysis revealed that inner feedback builds up over sequential comparisons and that this, and multiple simultaneous comparisons, resulted in students generating feedback that not only matched the feedback a teacher might provide but went beyond it in powerful and productive ways. The implications are that having students make the internal feedback they generate explicit not only helps them build their self-regulatory abilities but can also decrease teacher workload in providing comments.

From teacher transmission of information to student feedback literacy: Activating the learner role in feedback processes

2020 ◽  
pp. 146978742094584
Author(s):  
David Carless
Keyword(s):  
Peer Review ◽  
Learning Environments ◽  
Student Feedback ◽  
Learning Activities ◽  
Student Agency ◽  
Feedback Information ◽  
Internal Feedback ◽  
Evaluative Judgments ◽  
Good Investment ◽  
Transmission Of Information

For feedback processes to be effective, they need to involve students actively in generating, processing and responding to feedback information. Teacher transmission approaches are unlikely to provide a good investment of time and resources because they fail to draw sufficiently on student agency. In this conceptual article, it is argued that students need to be at the centre of feedback processes in making productive use of feedback inputs of various forms. The educator role lies in designing learning environments which provide plentiful opportunities for students to make evaluative judgments and take action in response to feedback information. The analysis is framed through the interlocking concepts of internal feedback which students generate for themselves; and students’ feedback literacy, the capacities to involve themselves productively in feedback processes. Student peer review with a written response, and using exemplars as proxies for teacher feedback are proposed as pedagogic options which stimulate the production of internal feedback and promote student feedback literacy. These two learning activities are analyzed to illustrate research-informed ways of enabling students to generate internal feedback by making comparisons between their own production and that of others. Digital affordances and possibilities are also discussed with particular emphasis on video peer feedback and annotated online exemplars. The main implications for practice are summarized in relation to educator and student roles, and related digital affordances. Challenges for implementation are discussed and addressed. An important consideration is to develop workload-friendly strategies which avoid the wastefulness of much current unproductive marking practices. The analysis suggests that shared teacher and student feedback literacy carries potential to facilitate principled research-informed ways forward for feedback processes.

An empirical review of gambling expansion and gambling-related harm

2018 ◽  
Vol 64 (5-6) ◽  
pp. 295-306 ◽  
Author(s):  
Debi A. LaPlante ◽  
Heather M. Gray ◽  
Pat M. Williams ◽  
Sarah E. Nelson
Keyword(s):  
Literature Review ◽  
Peer Review ◽  
Empirical Data ◽  
Empirical Studies ◽  
Expansion Method ◽  
Responsible Gambling ◽  
Review Literature ◽  
Evidence Based ◽  
Empirical Comparison ◽  
Related Harm

Abstract. Aims: To discuss and review the latest research related to gambling expansion. Method: We completed a literature review and empirical comparison of peer reviewed findings related to gambling expansion and subsequent gambling-related changes among the population. Results: Although gambling expansion is associated with changes in gambling and gambling-related problems, empirical studies suggest that these effects are mixed and the available literature is limited. For example, the peer review literature suggests that most post-expansion gambling outcomes (i. e., 22 of 34 possible expansion outcomes; 64.7 %) indicate no observable change or a decrease in gambling outcomes, and a minority (i. e., 12 of 34 possible expansion outcomes; 35.3 %) indicate an increase in gambling outcomes. Conclusions: Empirical data related to gambling expansion suggests that its effects are more complex than frequently considered; however, evidence-based intervention might help prepare jurisdictions to deal with potential consequences. Jurisdictions can develop and evaluate responsible gambling programs to try to mitigate the impacts of expanded gambling.

A retrospective analysis of peer review at Physiologia Plantarum

1994 ◽  
Vol 92 (4) ◽  
pp. 535-542 ◽  
Author(s):  
Terence M. Murphy ◽  
Jessica M. Utts
Keyword(s):  
Peer Review ◽  
Retrospective Analysis
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