政大機構典藏-National Chengchi University Institutional Repository(NCCUR):Item 140.119/120820

English | 正體中文 | 简体中文 | Post-Print筆數 : 27 | Items with full text/Total items : 113656/144643 (79%)
Visitors : 51719079 Online Users : 658

RC Version 6.0 © Powered By DSPACE, MIT. Enhanced by NTU Library IR team.

Home ‧ Login ‧ Upload ‧ Help ‧ About ‧ Administer

政大典藏 > College of Foreign Languages and Literature > Foreign Language Center > Periodical Articles > Item 140.119/120820

Please use this identifier to cite or link to this item: https://nccur.lib.nccu.edu.tw/handle/140.119/120820

Title:	A GEARed peer feedback model and implications for learning facilitation
Authors:	Huang, Shu-Chen 黃淑真
Contributors:	外文中心
Keywords:	Formative assessment;assessment feedback;assessment for learning;peer feedback
Date:	2018
Issue Date:	2018-11-06 14:52:28 (UTC+8)
Abstract:	This study proposes a model to view and analyse college students` written peer feedback after they assess each other`s formative task assignment and provide comments. The model was developed by: (a) revisiting learning-oriented assessment and feedback theories, (b) reviewing and summarising existing peer feedback analysis approaches as detailed in published empirical studies, and (c) analysing a small set of primary learner peer feedback data. In the proposed GEARed model of peer feedback, each complete piece of comment on one improvable unit may have four cognitive elements, i.e. identification of the Gap between performance and goal, Explanation of the gap, gap-bridging Aspirations, and being Resourceful to reach beyond the current knowledge/skill level. Two social-affective-interactive elements also play a part, i.e. being encouraging to the peer feedback receiver and doubtful toward the provider self. Each feedback comment may contain any or all of these incremental elements rather than being assigned only to one category. It is argued that the absent or unresolved aspects in feedback leave room for the receiver to reflect and may suggest instructional actions for teachers. Finally, different patterns of GEARed component combinations are hypothesised and their implications for learning and teaching are discussed.
Relation:	ASSESSMENT & EVALUATION IN HIGHER EDUCATION, 43(7), 1194-1210
Data Type:	article
DOI link:	http://dx.doi.org/10.1080/02602938.2018.1439881
DOI:	10.1080/02602938.2018.1439881
Appears in Collections:	[ Foreign Language Center] Periodical Articles

Files in This Item:

File	Description	Size	Format
1194.pdf		1531Kb	Adobe PDF2	416	View/Open

社群 sharing

著作權政策宣告 Copyright Announcement

1.本網站之數位內容為國立政治大學所收錄之機構典藏，無償提供學術研究與公眾教育等公益性使用，惟仍請適度，合理使用本網站之內容，以尊重著作權人之權益。商業上之利用，則請先取得著作權人之授權。
The digital content of this website is part of National Chengchi University Institutional Repository. It provides free access to academic research and public education for non-commercial use. Please utilize it in a proper and reasonable manner and respect the rights of copyright owners. For commercial use, please obtain authorization from the copyright owner in advance.

2.本網站之製作，已盡力防止侵害著作權人之權益，如仍發現本網站之數位內容有侵害著作權人權益情事者，請權利人通知本網站維護人員(nccur@nccu.edu.tw)，維護人員將立即採取移除該數位著作等補救措施。
NCCU Institutional Repository is made to protect the interests of copyright owners. If you believe that any material on the website infringes copyright, please contact our staff(nccur@nccu.edu.tw). We will remove the work from the repository and investigate your claim.

Loading...