Related Data for: How more-improvement and less-improvement groups differ in peer feedback giving and receiving practice-an exploratory study

Peer feedback is widely applied to support peer learning and accumulating studies pointed out that feedback features directly impact its learning benefits. However, existing peer feedback studies provide limited insights into group-level peer feedback activities in authentic classrooms. This study conducted group-level peer feedback activity in social studies classrooms of a Singapore secondary school. Fourteen groups of students (N = 61, Female = 61) participated in group-level peer feedback during the computer-supported collaborative argumentation activities. Students’ collaborative argumentation and peer feedback were collected. Paired sample t-test was conducted to compare each group’s argumentation performance before and after peer feedback activity. Qualitative content analysis was implemented to identify the cognitive and affective features of peer feedback given and received by more-improvement groups and less-improvement groups. A comparison of the feature networks between two student groups revealed the effective practices of peer feedback. The results demonstrated the key role of the specific solution when student groups gave and received peer feedback apart from problem identification and general suggestions. Besides, providing peer feedback at the overall argumentation level was found to be more beneficial than a word or evidence level. When receiving feedback, the use of hedge was found to bring more group improvement than mitigation language. These findings highlight the important features of peer feedback in group-level peer feedback activities, providing insights for the design and instruction of group-level peer feedback activities in authentic classrooms.

同伴反馈（Peer feedback）被广泛应用于支撑同伴学习，已有累积研究表明，反馈特征直接影响其学习效益。然而，现有同伴反馈研究对真实课堂中的群体级同伴反馈活动的洞察较为有限。本研究于新加坡某中学的社会研究课堂中开展群体级同伴反馈活动，14组学生（N=61，女生=61）参与了计算机支持的协同论证活动中的群体级同伴反馈环节。研究收集了学生的协同论证数据与同伴反馈数据，采用配对样本t检验（Paired sample t-test）对比各组在同伴反馈活动前后的论证表现；通过质性内容分析（Qualitative content analysis）识别高提升组与低提升组学生所给出和接收的同伴反馈的认知与情感特征。对比两组学生的特征网络，揭示了同伴反馈的有效实践模式。研究结果显示，学生群体在给出并接收同伴反馈时，除问题识别与一般性建议外，具体解决方案发挥着关键作用。此外，研究发现，在整体论证层面提供同伴反馈，相较于单词或证据层面的反馈更具效益；在接收反馈时，使用模糊限制语（hedge）相较于缓和性语言，更能推动群体获得提升。本研究结果凸显了群体级同伴反馈活动中同伴反馈的核心特征，可为真实课堂中群体级同伴反馈活动的设计与教学提供重要参考。