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Dono: Marcos Pedroso
Última Atualiz.: 01-11-2018 14:51
Peer review is a reciprocal process whereby students produce feedback reviews
on the work of peers and receive feedback reviews from peers on their own
work. Prior research has primarily examined the learning benefits that result
from the receipt of feedback reviews, with few studies specifically exploring the
merits of producing feedback reviews or the learning mechanisms that this activates.
Using accounts of their experiences of peer review, this study illuminates
students’ perceptions of the different learning benefits resulting from feedback
receipt and feedback production, and, importantly, it provides insight into the
cognitive processes that are activated when students construct feedback reviews.
The findings show that producing feedback reviews engages students in multiple
acts of evaluative judgement, both about the work of peers, and, through a
reflective process, about their own work; that it involves them in both invoking
and applying criteria to explain those judgements; and that it shifts control of
feedback processes into students’ hands, a shift that can reduce their need for
external feedback. The theoretical and practical implications of these findings
are discussed. It is argued that the capacity to produce quality feedback is a fundamental
graduate skill, and, as such, it should receive much greater attention in
higher education curricula.