Autor(es): Asper, Gerson ; Faria, Cláudia ; Serra, Paula ; Galvão, Cecília
Data: 2024
Identificador Persistente: http://hdl.handle.net/10400.5/101433
Origem: Repositório da Universidade de Lisboa
Assunto(s): Peer feedback; Peer assessment; Student learning; Analytical skills; Personal development
This research explores the contributions of peer feedback to student learning, in the context of peer assessment. The study involved a class of 20 Portuguese middle school pupils and used document analysis, interviews, and a questionnaire to collect data. Peer feedback was identified as the key factor driving improvements in pupil performance, due mainly to its key role in identifying improvement points, but also because it is viewed as more open and understandable. Lower-performance pupils seemed to benefit more from peer feedback, while high-achieving pupils demonstrated a more autonomous improvement through independent work and feedback exchange, fostering analytical skills, critical thinking, and autonomy. All pupils, however, exhibited improved feedback provision, indicating the overall development of analytical skills. Oral peer feedback was viewed positively by pupils, facilitating understanding, despite concerns about potentially harming peers' work. Peer assessment emerges as a catalyst for personal development and autonomy, impacting self-regulation, motivation, responsibility, and resilience.
