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Rubric Co-Creation to Promote Quality, Interactivity and Uptake of Peer Feedback

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Bibliographic Details
Title: Rubric Co-Creation to Promote Quality, Interactivity and Uptake of Peer Feedback
Language: English
Authors: Da Yan (ORCID 0000-0002-1265-9772)
Source: Assessment & Evaluation in Higher Education. 2024 49(8):1017-1034.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 18
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, Scoring Rubrics, Peer Evaluation, Peer Relationship, Educational Quality, English (Second Language), Second Language Learning, Teacher Student Relationship, Curriculum Design, Universities, Undergraduate Students, Student Participation, Majors (Students), Feedback (Response), Nonparametric Statistics, Statistical Analysis, Formative Evaluation, Sociocultural Patterns, Cognitive Processes
Geographic Terms: China
DOI: 10.1080/02602938.2024.2333005
ISSN: 0260-2938
1469-297X
Abstract: The aim of the study was to examine the effects of rubric co-creation on peer feedback. From a social constructivist perspective, rubric co-creation might have the ability to promote the quality of feedback messages, interactivities within feedback processes, and uptake of feedback information in a peer-based collaborative setting of higher education. Two groups of English Language Studies majors (N = 57) from a Chinese university were recruited. In a writing class enacting peer feedback, the experimental group participated in the co-creation of rubrics whereas the control group accepted and used the co-created rubrics. Results showed that rubric co-creation had significantly positive effects on students' use of criteria and the production of meaningful feedback messages instead of feedback writing styles. Regarding interaction patterns, the experimental group established active and bi-directional dialogic communication between peer learners. For uptake of feedback, the experimental group made significantly more critical application of feedback messages compared to the control group. The paper has implications for the enactment of rubric co-creation in peer-based learning and the promotion of learner agency in dialogic feedback interactions.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1451414
Database: ERIC
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Abstract:The aim of the study was to examine the effects of rubric co-creation on peer feedback. From a social constructivist perspective, rubric co-creation might have the ability to promote the quality of feedback messages, interactivities within feedback processes, and uptake of feedback information in a peer-based collaborative setting of higher education. Two groups of English Language Studies majors (N = 57) from a Chinese university were recruited. In a writing class enacting peer feedback, the experimental group participated in the co-creation of rubrics whereas the control group accepted and used the co-created rubrics. Results showed that rubric co-creation had significantly positive effects on students' use of criteria and the production of meaningful feedback messages instead of feedback writing styles. Regarding interaction patterns, the experimental group established active and bi-directional dialogic communication between peer learners. For uptake of feedback, the experimental group made significantly more critical application of feedback messages compared to the control group. The paper has implications for the enactment of rubric co-creation in peer-based learning and the promotion of learner agency in dialogic feedback interactions.
ISSN:0260-2938
1469-297X
DOI:10.1080/02602938.2024.2333005