Interplay between students’ perceived utility, accountability, self-efficacy and social awareness when engaged with peer feedback: A qualitative interpretation

Min YANG, Lan YANG, Baoru SONG

Research output: Chapter in Book/Report/Conference proceedingChapters

Abstract

Peer feedback is aligned to assessment-as-learning (AaL) by giving students opportunities to develop self-evaluation and self-reflection skills. Existing studies focused mainly on using peer feedback in higher education as part of instructional design to support learning. Nonetheless, peer feedback is a dynamic process where students' perceptions of feedback might reduce the effectiveness of peer feedback in facilitating learning. This study employed a multi-dimensional concept of feedback orientation (Yang & Yang, 2018) to examine interplays between students' perceptions of peer feedback usefulness (utility), responsibility for using peer feedback (accountability), perceived abilities to use peer feedback (self-efficacy), and perception of peers’ opinions of themselves (social awareness). Focus groups with students at a faculty of education at a university in Hong Kong offered narratives of peer feedback experiences. Thematic analysis derived three major themes, each focusing on one dimension of peer feedback orientation except that accountability and self-efficacy were merged into one theme (both stemming from students' perceived usefulness of peer feedback and awareness of peers’ opinions of themselves). Examination of how teacher-guided and student-initiated peer feedback practices interacts suggested the four dimensions are interconnected. Strategies were suggested to establish a supportive peer feedback culture by accommodating students' development of adaptive feedback orientation to maximise learning. Copyright © 2022 selection and editorial matter, Zi Yan and Lan Yang; individual chapters, the contributors.
Original languageEnglish
Title of host publicationAssessment as learning: Maximising opportunities for student learning and achievement
EditorsZi YAN, Lan YANG
Place of PublicationOxon
PublisherRoutledge
Pages79-97
ISBN (Electronic)9781003052081
ISBN (Print)9780367509972, 9780367509989
DOIs
Publication statusPublished - 13 Aug 2021

Citation

Yang, M., Yang, L., & Song, B. (2021). Interplay between students’ perceived utility, accountability, self-efficacy and social awareness when engaged with peer feedback: A qualitative interpretation. In Z. Yan & L. Yang (Eds.), Assessment as learning: Maximising opportunities for student learning and achievement (pp. 79-97). Oxon: Routledge.

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