Does Learning from Giving Feedback Depend on the Product Being Reviewed: Concept Maps or Answers to Test Questions?

Natasha Dmoshinskaia*, Hannie Gijlers, Ton de Jong

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

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Abstract

Giving feedback to peers can be a valuable learning experience for a feedback provider. However, different types of products require different types of feedback, which, in turn, may lead to different learning outcomes. The current study investigates the effect on the learning of feedback providers of reviewing different types of products. Secondary school students (n =127) were randomly assigned to one of the two conditions: giving peer feedback on either concept maps or answers to open-ended test questions. Both types of product, created by the researchers, were comparable with regard to content: they included the same misconceptions and were both of average quality. Giving peer feedback was part of a chemistry lesson delivered in an online inquiry learning environment. Students’ post-test scores, their own learning products, and the quality of the provided feedback were analysed to check for an effect on learning. There was no difference in post-test scores between the conditions, but the quality of the provided feedback predicted post-test scores. This indicates that it is not the type of product reviewed that matters, but the effort that students put into giving feedback. Possible implications for practice and further research directions are discussed.

Original languageEnglish
Pages (from-to)166–176
Number of pages11
JournalJournal of science education and technology
Volume31
Early online date30 Sep 2021
DOIs
Publication statusPublished - Apr 2022

Keywords

  • Concept maps
  • Inquiry learning
  • Peer assessment
  • Peer feedback
  • Test answers
  • UT-Hybrid-D

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