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首页> 外文会议>International Technology, Education and Development Conference >(202) STUDENTS’ PERCEPTION OF FEEDBACK USING PEER REVIEW AS A PEDAGOGICAL METHOD TO INCREASE ACADEMIC WRITING SKILLS IN HIGHER EDUCATION
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(202) STUDENTS’ PERCEPTION OF FEEDBACK USING PEER REVIEW AS A PEDAGOGICAL METHOD TO INCREASE ACADEMIC WRITING SKILLS IN HIGHER EDUCATION

机译：（202）学生使用同行评审作为一种教学方法，从而提高高等教育学术写作技巧的教学方法

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摘要

This study explores how students within higher education perceive three variations of peer review feedback and how feedback affect their learning experience. Feedback of three different valence: positive, mixed and negative were used. The study incorporated 54 active students, performing peerreview assignments. The results show that the vast majority of students were positive towards this type of peer-review assignments and that they experience it to have an impact on their learning. The results also show that that the students do perceive a difference between positive, mixed and negative feedback. Above all, the positive feedback was considered significantly less constructive, and students found it more valuable to give than to receive feedback in relation to their learning. The findings presented in this study are intended to work as a point of departure for future discussions about how to design peer-review assignments in higher education to increase students’ literacy concerning academic writing.
机译：本研究探讨了学生在高等教育中如何感知同行评审反馈的三种变化以及反馈如何影响他们的学习经验。使用三种不同价值的反馈：使用阳性，混合和阴性。该研究纳入了54名活跃的学生，执行PEERREVIEW分配。结果表明，绝大多数学生对这种同行评价作业是积极的，并且他们体验它对他们的学习产生影响。结果还表明，学生确实会感知积极，混合和负反馈之间的差异。最重要的是，积极的反馈被认为是显着的建设性，学生发现它比获得与他们的学习相关反馈更有价值。本研究中提出的调查结果旨在作为未来讨论如何在高等教育中设计同行评审作业的讨论，以提高学生识字学术写作的讨论。

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