Preservice mathematics teachers' beliefs about peer feedback, perceptions of their peer feedback message, and emotions as predictors of peer feedback accuracy and comprehension of the learning task

Peer feedback is increasingly used to train assessment skills in teacher-training programs. However, studies investigating the roles of peer feedback providers' beliefs about peer feedback provision, their perceptions of their peer feedback message and their experienced emotions are still limit...

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Bibliographic Details
Published in:Assessment and evaluation in higher education 2019-01, Vol.44 (1), p.139-154
Main Authors: Alqassab, Maryam, Strijbos, Jan-Willem, Ufer, Stefan
Format: Article
Language:English
Subjects:
Accuracy
Anxiety
Beliefs
Comprehension
Educational activities
Educational evaluation
Emotions
Feedback
Feedback (Response)
Foreign Countries
Learning
Mathematics
mathematics education
Mathematics Instruction
Mathematics Teachers
peer feedback
Peer Relationship
Peers
Perceptions
Predictor Variables
Preservice Teachers
Secondary Education
Self Efficacy
Student Attitudes
Teacher attitudes
Teacher education
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Summary:Peer feedback is increasingly used to train assessment skills in teacher-training programs. However, studies investigating the roles of peer feedback providers' beliefs about peer feedback provision, their perceptions of their peer feedback message and their experienced emotions are still limited. This study aimed to explore how peer feedback accuracy and providers' comprehension of the learning task were related to these characteristics. Analysis of peer feedback provided by 53 preservice mathematics teachers revealed that peer feedback accuracy was predicted by cognitive-verification, cognitive elaboration and self-efficacy types of peer feedback. Providers' perceptions of their peer feedback message and anxiety also predicted peer feedback accuracy. No evidence was found that peer feedback related beliefs and perceptions predicted providers' comprehension of the learning task.
ISSN:0260-2938
1469-297X
DOI:10.1080/02602938.2018.1485012