Abstract
The main objective of this study was to compare the impact of two different continuous written feedback methods—teacher initiated or peer initiated—on student learning gains. In this study, feedback is defined as written information provided by an agent (e.g., teacher, peer, self) about how one did in light of what he or she attempted (Hattie & Timperley, 2007; Wiggins, 1998). This study utilized a pre-post quasi-experimental design and both quantitative and qualitative data analysis techniques to answer the research questions. Data were collected from ninth and tenth grade Biology students from a southeast United States charter school (n= ~148) during a mini-unit on natural selection. Measures included conceptual pre-/posttests, students’ written work, written feedback given by peer reviewers and the teacher and researcher field notes. Results of this study suggest that students showed similar learning gain scores after the mini-unit regardless of the method of feedback they received. However, further analyses identified the type of written feedback, corrective, given by peer reviewers and the teacher reviewer most often, 57% and 37% respectively. Other types of written feedback given by reviewers, examples, and the inclusion of written feedback in subsequent assessments are discussed and implications are presented, as well as limitations of the study and areas for future research.
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