Unfolding principles for student peer feedback: A comparative analysis across higher education contexts
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Unfolding principles for student peer feedback : A comparative analysis across higher education contexts. / Ellegaard, Marianne; Niss, Martin; Bruun, Jesper; Lämsä, Joni; Christiansen, Frederik Voetmann ; Green Linell, Gry; Nyman, Rimma; Johannsen, Bjørn Friis.
I: Högre Utbilding, Bind 12, Nr. 2, 2022, s. 53-77.Publikation: Bidrag til tidsskrift › Tidsskriftartikel › Forskning › fagfællebedømt
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TY - JOUR
T1 - Unfolding principles for student peer feedback
T2 - A comparative analysis across higher education contexts
AU - Ellegaard, Marianne
AU - Niss, Martin
AU - Bruun, Jesper
AU - Lämsä, Joni
AU - Christiansen, Frederik Voetmann
AU - Green Linell, Gry
AU - Nyman, Rimma
AU - Johannsen, Bjørn Friis
PY - 2022
Y1 - 2022
N2 - In this paper we conceptualize formative peer feedback principles by analyzing and comparing six empirical examples of formative peer feedback in a set of international STEM (science, technology, engineering, and mathematics) contexts. By discussing how these different approaches to peer feedback unfold in practice, we aim to facilitate the bridging of the gap between theory and practice in implementing peer feedback in Higher Education. As a group of researchers and teaching practitioners from six Higher Education institutions, we discussed, analyzed, and synthesized practical examples of peer feedback in STEM that cover a breadth of settings, aims, and forms. The analysis and comparison of these examples illustrate howprinciples in peer feedback emerge in practice. We discuss how the context in peer feedback influences its practical implementation, particularly with regard to its purpose and aims, the development and use of assessment criteria, and embedding and supporting the initiatives into the teaching and learning activities.
AB - In this paper we conceptualize formative peer feedback principles by analyzing and comparing six empirical examples of formative peer feedback in a set of international STEM (science, technology, engineering, and mathematics) contexts. By discussing how these different approaches to peer feedback unfold in practice, we aim to facilitate the bridging of the gap between theory and practice in implementing peer feedback in Higher Education. As a group of researchers and teaching practitioners from six Higher Education institutions, we discussed, analyzed, and synthesized practical examples of peer feedback in STEM that cover a breadth of settings, aims, and forms. The analysis and comparison of these examples illustrate howprinciples in peer feedback emerge in practice. We discuss how the context in peer feedback influences its practical implementation, particularly with regard to its purpose and aims, the development and use of assessment criteria, and embedding and supporting the initiatives into the teaching and learning activities.
KW - Faculty of Science
KW - peerfeedback
KW - sammenlignende
KW - universitetsundervisning
U2 - 10.23865/hu.v12.2680
DO - 10.23865/hu.v12.2680
M3 - Journal article
VL - 12
SP - 53
EP - 77
JO - Högre Utbilding
JF - Högre Utbilding
SN - 2000-7558
IS - 2
ER -
ID: 333311613