Cited by 160Student Assessment and FeedbackEFL/ESL Teaching and LearningInnovative Teaching and Learning Methods

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A comparative study of peer and teacher feedback and of various peer feedback forms in a secondary school writing curriculum

Gielen, Sarah, Tops, Lies, Dochy, Filip, Onghena, Patrick, Smeets, Stijn·2010·British Educational Research Journal

DOI 10.1080/01411920902894070

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Abstract

This study examines whether peer feedback can be a substitute for teacher feedback and which measures can be taken to improve its effectiveness. A pre‐test post‐test control group design examined the long‐term learning effects of individual peer feedback and of collective teacher feedback on writing assignments in secondary education. Moreover, it examined the added value of a priori question forms and a posteriori reply forms aimed at supporting the assessee's response to peer feedback. The study supports the ‘non‐inferiority’ hypothesis of there being no significant difference in students’ progress after plain substitutional peer feedback or teacher feedback. Both groups (plain peer feedback and teacher feedback), however, improved significantly less than the groups that worked with question or reply forms, confirming the added‐value of these forms. Almost half of the students found the received peer feedback helpful, but less than a quarter considered giving feedback an aid in their own learning process.

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Authors: Gielen, S., Tops, L., Dochy, F., Onghena, P., & Smeets, S.
Affiliations: KU Leuven (BE)
Corresponding author: Gielen, Sarah
ORCID: Onghena, Patrick
Venue: British Educational Research Journal
Publisher: Wiley
Published: 2010-02
Volume: 36
Issue: 1
Pages: 143-162
ISSN: 0141-1926 (ISSN-L)
1469-3518
DOI: 10.1080/01411920902894070
OpenAlex: W2154733194
Semantic Scholar: fc58e55e2c811221edfb4f7a82df2ede5bc6615c
Cited by: 160
References: 39
Citations by year: 2026: 10 · 2025: 10 · 2024: 8 · 2023: 12 · 2022: 15 · 2021: 24 · 2020: 10 · 2019: 8 · 2018: 6 · 2017: 11 · 2016: 11 · 2015: 5 · 2014: 10 · 2013: 7 · 2012: 6
FWCI: 17.00
Type: journal article
Language: en
Open access: closed
Licence: onlinelibrary.wiley.com/termsAndConditions#vor (vor, 1066 d)
Locations: British Educational Research Journal (publishedVersion)
Lirias (KU Leuven) (submittedVersion)
Topics: Social Sciences › Education › Student Assessment and Feedback
Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
Keywords: peer feedback, teacher feedback, writing instruction, high school students, writing assessment, student perceptions of feedback, long-term learning effects

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A comparative study of peer and teacher feedback and of various peer feedback forms in a secondary school writing curriculum

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