Continuous assessment for learning: issues of multiple instances of peer feedback in a university course
In the context of continuous assessment for learning in a university course in French-speaking Switzerland, this article studies students’ perception when they receive multiple instances of peer feedback on a written academic assignment carried out in small collaborative groups. How do students, who...
| Main Authors: | , , |
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| Format: | Article |
| Language: | fra |
| Published: |
ADMEE-Canada
2021-01-01
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| Series: | Mesure et Évaluation en Éducation |
| Subjects: | |
| Online Access: | https://doi.org/10.7202/1093105ar |
| _version_ | 1797225990460538880 |
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| author | Lucie Mottier Lopez Céline Girardet Taha Naji |
| author_facet | Lucie Mottier Lopez Céline Girardet Taha Naji |
| author_sort | Lucie Mottier Lopez |
| collection | DOAJ |
| description | In the context of continuous assessment for learning in a university course in French-speaking Switzerland, this article studies students’ perception when they receive multiple instances of peer feedback on a written academic assignment carried out in small collaborative groups. How do students, who are both assessees and assessors, perceive these multiple instances of feedback, especially when they are led to compare them to regulate their own initial work and their assessment skills? This article analyses in detail the processes and feelings at play when students notice similarities and differences between the instances of feedback they received and produced. Conceptual considerations are proposed around the notions of feedback, internal feedback, comprehensive feedback, and metafeedback, seen as contributing to the regulation and learning processes involved. |
| first_indexed | 2024-03-10T06:25:28Z |
| format | Article |
| id | doaj.art-f185d48aa17e4f108644f8346eeafae0 |
| institution | Directory Open Access Journal |
| issn | 0823-3993 2368-2000 |
| language | fra |
| last_indexed | 2024-04-24T14:17:47Z |
| publishDate | 2021-01-01 |
| publisher | ADMEE-Canada |
| record_format | Article |
| series | Mesure et Évaluation en Éducation |
| spelling | doaj.art-f185d48aa17e4f108644f8346eeafae02024-04-03T08:26:16ZfraADMEE-CanadaMesure et Évaluation en Éducation0823-39932368-20002021-01-0144spécial10.7202/1093105arContinuous assessment for learning: issues of multiple instances of peer feedback in a university courseLucie Mottier Lopez0Céline Girardet1Taha Naji2University of GenevaUniversity of GenevaUniversity of GenevaIn the context of continuous assessment for learning in a university course in French-speaking Switzerland, this article studies students’ perception when they receive multiple instances of peer feedback on a written academic assignment carried out in small collaborative groups. How do students, who are both assessees and assessors, perceive these multiple instances of feedback, especially when they are led to compare them to regulate their own initial work and their assessment skills? This article analyses in detail the processes and feelings at play when students notice similarities and differences between the instances of feedback they received and produced. Conceptual considerations are proposed around the notions of feedback, internal feedback, comprehensive feedback, and metafeedback, seen as contributing to the regulation and learning processes involved.https://doi.org/10.7202/1093105arassessment for learningcontinuous assessmentwritten peer feedbackperceptionregulation of learninghigher educationévaluation pour apprendreévaluation continuefeedbacks écrits entre pairsperceptionrégulation des apprentissagesenseignement supérieuravaliação para a aprendizagemavaliação contínuafeedback escrito entre paresperceçãoregulação das aprendizagensensino superior |
| spellingShingle | Lucie Mottier Lopez Céline Girardet Taha Naji Continuous assessment for learning: issues of multiple instances of peer feedback in a university course Mesure et Évaluation en Éducation assessment for learning continuous assessment written peer feedback perception regulation of learning higher education évaluation pour apprendre évaluation continue feedbacks écrits entre pairs perception régulation des apprentissages enseignement supérieur avaliação para a aprendizagem avaliação contínua feedback escrito entre pares perceção regulação das aprendizagens ensino superior |
| title | Continuous assessment for learning: issues of multiple instances of peer feedback in a university course |
| title_full | Continuous assessment for learning: issues of multiple instances of peer feedback in a university course |
| title_fullStr | Continuous assessment for learning: issues of multiple instances of peer feedback in a university course |
| title_full_unstemmed | Continuous assessment for learning: issues of multiple instances of peer feedback in a university course |
| title_short | Continuous assessment for learning: issues of multiple instances of peer feedback in a university course |
| title_sort | continuous assessment for learning issues of multiple instances of peer feedback in a university course |
| topic | assessment for learning continuous assessment written peer feedback perception regulation of learning higher education évaluation pour apprendre évaluation continue feedbacks écrits entre pairs perception régulation des apprentissages enseignement supérieur avaliação para a aprendizagem avaliação contínua feedback escrito entre pares perceção regulação das aprendizagens ensino superior |
| url | https://doi.org/10.7202/1093105ar |
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