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The effects of skill diversity on commenting and revisions

Patchan, MM and Hawk, B and Stevens, CA and Schunn, CD (2013) The effects of skill diversity on commenting and revisions. Instructional Science, 41 (2). 381 - 405. ISSN 0020-4277

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Abstract

The use of peer assessment to evaluate students' writing is one recommended method that makes writing assignments possible in large content classes (i. e., more than 75 students). However, many instructors and students worry about whether students of all ability levels are capable of helping their peers. We examine how ability pairing (e. g., high-ability student with high-ability student versus high-ability student with low-ability student) changes key characteristics of feedback to determine which pairings are likely to benefit students most. A web-based reciprocal peer-review system was used to facilitate the peer review of students' writing of two papers. Over 1,100 comments given to writers from their peers were coded for several relevant categories: type of feedback, type of criticism, focus of problem, focus of solution, and implementation. Overall, creating peer-review groups such that students receive feedback from someone of a dissimilar ability appeared to be most beneficial. High-ability writers received similar kinds of feedback from high-ability versus low-ability peers. By contrast, the low-ability writers received more comments that identified problems focusing on substance issues from high-ability reviewers. In addition, the low-ability writers implemented a higher percentage of the comments from the high-ability reviewers. © 2012 Springer Science+Business Media B.V.


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Details

Item Type: Article
Status: Published
Creators/Authors:
CreatorsEmailPitt UsernameORCID
Patchan, MM
Hawk, Bbnm6@pitt.eduBNM6
Stevens, CA
Schunn, CDschunn@pitt.eduSCHUNN0000-0003-3589-297X
Centers: Other Centers, Institutes, or Units > Learning Research & Development Center
Date: 1 January 2013
Date Type: Publication
Journal or Publication Title: Instructional Science
Volume: 41
Number: 2
Page Range: 381 - 405
DOI or Unique Handle: 10.1007/s11251-012-9236-3
Schools and Programs: Dietrich School of Arts and Sciences > Psychology
School of Health and Rehabilitation Sciences > Communication Science and Disorders
Refereed: Yes
ISSN: 0020-4277
Date Deposited: 23 Sep 2014 17:04
Last Modified: 02 Feb 2019 15:56
URI: http://d-scholarship.pitt.edu/id/eprint/22958

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