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Analysis of New Zealand primary and secondary student peer- and self-assessment comments : applying Hattie and Timperley’s feedback model

journal contribution
posted on 06.12.2017, 00:00 by Lois Harris, G Brown, J Harnett
Peer- and self-assessment (PASA) can lead to increased student self-regulation and achievement. However, few studies have examined the content of the feedback students in primary and secondary schools provide themselves and their peers. This study used Hattie and Timperley's task, process, self-regulation and self feedback categories from their Review of Educational Research article. 'The power of feedback' to (1) examine the content of a sample of naturally occurring student-written PASA comments (n = 471 utterances) and (2) explore the feasibility of using this model with student-generated feedback. Students provided primarily task feedback to both themselves and their peers, with self-regulation feedback only found in self-assessment. Students in higher grades tended to provide more task and process feedback, while giving less self feedback during self-assessment and more during peer assessment. More refinement of the model is recommended for both research and professional development purposes to better capture the quality and complexity of student-led feedback comments.

History

Volume

22

Issue

2

Start Page

265

End Page

281

Number of Pages

17

eISSN

1465-329X

ISSN

0969-594X

Location

United Kingdom

Publisher

Routledge

Language

en-aus

Peer Reviewed

Yes

Open Access

No

External Author Affiliations

Not affiliated to a Research Institute; School of Education and the Arts (2013- ); University of Auckland;

Era Eligible

Yes

Journal

Assessment in education : principles, policy & practice.