Unfolding principles for student peer feedback : a comparative analysis of examples across higher education contexts
Ellegaard, M., Niss, M., Bruun, J., Lämsä, J., Voetman Christiansen, F., Linell, G. G., Fogh Larsen, C., Nyman, R., & Johannsen, B. F. (2022). Unfolding principles for student peer feedback : a comparative analysis of examples across higher education contexts. Högre utbildning, 12(2), 53-77. https://doi.org/10.23865/hu.v12.2680
Published inHögre utbildning
©2022 Marianne Ellegaard, Martin Niss, Jesper Bruun, Joni Lämsä, Frederik Voetman Christiansen, Gry Green Linell, Camilla Fogh Larsen, Rimma Nyman, Bjørn Friis Johannsen
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 how principles 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. ...
PublisherCappelen Damm AS - Cappelen Damm Akademisk
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Additional information about fundingThis work was funded by Nordplus Higher Education Programme grant no. NPHE-2018/10364. We would also like to thank Mr Aaron Peltoniemi for the proofreading and providing valuable peer feedback on our manuscript. We have no conflicting interests regarding this study.
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