Analysis of New Zealand primary and secondary student peer- and self-assessment comments: applying Hattie and Timperley’s feedback model

Journal article


Harris, Lois, Brown, Gavin T.L. and Harnett, Jennifer A.. (2015). Analysis of New Zealand primary and secondary student peer- and self-assessment comments: applying Hattie and Timperley’s feedback model. Assessment in Education. 22(2), pp. 265 - 281. https://doi.org/10.1080/0969594X.2014.976541
AuthorsHarris, Lois, Brown, Gavin T.L. and Harnett, Jennifer A.
Abstract

Peer- and self-assessment (PASA) can lead to increased student self-regulation and achievement. However, few studies have examined the content of the feedback students in primary and secondary schools provide themselves and their peers. This study used Hattie and Timperley’s task, process, self-regulation and self feedback categories from their Review of Educational Research article ‘The power of feedback’ to (1) examine the content of a sample of naturally occurring student-written PASA comments (n = 471 utterances) and (2) explore the feasibility of using this model with student-generated feedback. Students provided primarily task feedback to both themselves and their peers, with self-regulation feedback only found in self-assessment. Students in higher grades tended to provide more task and process feedback, while giving less self feedback during self-assessment and more during peer assessment. More refinement of the model is recommended for both research and professional development purposes to better capture the quality and complexity of student-led feedback comments.

Year2015
JournalAssessment in Education
Journal citation22 (2), pp. 265 - 281
PublisherRoutledge
ISSN0969-594X
Digital Object Identifier (DOI)https://doi.org/10.1080/0969594X.2014.976541
Scopus EID2-s2.0-84926509705
Page range265 - 281
Research GroupInstitute for Learning Sciences and Teacher Education (ILSTE)
Publisher's version
File Access Level
Controlled
Place of publicationUnited Kingdom
Permalink -

https://acuresearchbank.acu.edu.au/item/897yy/analysis-of-new-zealand-primary-and-secondary-student-peer-and-self-assessment-comments-applying-hattie-and-timperley-s-feedback-model

Restricted files

Publisher's version

  • 128
    total views
  • 0
    total downloads
  • 2
    views this month
  • 0
    downloads this month
These values are for the period from 19th October 2020, when this repository was created.

Export as

Related outputs

How are examinations inclusive for students with disabilities in higher education? A sociomaterial analysis
Tai, Joanna, Mahoney, Paige, Ajjawi, Rola, Bearman, Margaret, Dargusch, Joanne, Dracup, Mary and Harris, Lois. (2023). How are examinations inclusive for students with disabilities in higher education? A sociomaterial analysis. Assessment and Evaluation in Higher Education. 48(3), pp. 390-402. https://doi.org/10.1080/02602938.2022.2077910
Low socioeconomic status students transitioning from Vocational Education and Training (VET) to university : Examining definitions of success
Vanderburg, Robert, Harris, Lois, Dargusch, Joanne and Richardson, Susan. (2023). Low socioeconomic status students transitioning from Vocational Education and Training (VET) to university : Examining definitions of success. Higher Education Research and Development. 42(3), pp. 742-756. https://doi.org/10.1080/07294360.2022.2089098
Reviewing the evidence base : Attraction, pathways and retention : A focus on attracting candidates
Wyatt-Smith, Claire, Holloway, Jessica, Alexander, Colette, Harris, Lois and Marcy, Ariel. (2022). Reviewing the evidence base : Attraction, pathways and retention : A focus on attracting candidates Sydney, Australia: Association of Independent Schools New South Wales.
Learning progression–based assessments : A systematic review of student and teacher uses
Harris, Lois Ruth, Adie, Lenore and Wyatt-Smith, Claire. (2022). Learning progression–based assessments : A systematic review of student and teacher uses. Review of Educational Research. 92(6), pp. 996-1040. https://doi.org/10.3102/00346543221081552
‘So you can make it fast or make it up’: K–12 teachers’ perspectives on technology’s affordances and constraints when supporting distance education learning
Kate Ames, Lois Ruth Harris, Joanne Dargusch and Corey Bloomfield. (2021). ‘So you can make it fast or make it up’: K–12 teachers’ perspectives on technology’s affordances and constraints when supporting distance education learning. The Australian Educational Researcher. 48, p. 359–376. https://doi.org/10.1007/s13384-020-00395-8
Examining research into the use of data walls for teaching and learning : How are they being implemented within data use cycles?
Adie, Lenore, Harris, Lois and Wyatt-Smith, Claire. (2020). Examining research into the use of data walls for teaching and learning : How are they being implemented within data use cycles? Teaching and Teacher Education. 89, p. Article: 103012. https://doi.org/10.1016/j.tate.2019.103012
Using data walls to display assessment results : A review of their effective impacts on teachers and students
Harris, Lois, Wyatt-Smith, Claire and Adie, Lenore. (2020). Using data walls to display assessment results : A review of their effective impacts on teachers and students. Teachers and Teaching: Theory and Practice. 26(1), pp. 50-66. https://doi.org/10.1080/13540602.2020.1739018
Catering for diversity in the digital age: Reconsidering equity in assessment practices
Harris, Lois Ruth and Dargusch, Joanne. (2020). Catering for diversity in the digital age: Reconsidering equity in assessment practices. In In Margaret Bearman, Phillip Dawson, Rola Ajjawi, Joanne Tai and David Boud (Ed.). Re-imagining University Assessment in a Digital World pp. 95-110 Springer Nature. https://doi.org/10.1007/978-3-030-41956-1
Catering for ‘very different kids’: distance education teachers’ understandings of and strategies for student engagement
Harris, Lois, Dargusch, Joanne, Ames, Kate and Bloomfield, Corey. (2020). Catering for ‘very different kids’: distance education teachers’ understandings of and strategies for student engagement. International Journal of Inclusive Education. https://doi.org/10.1080/13603116.2020.1735543
Not playing the game: student assessment resistance as a form of agency
Harris, Lois, Brown, Gavin T.L. and Dargusch, Joanne. (2018). Not playing the game: student assessment resistance as a form of agency. The Australian Educational Researcher. 45(1), pp. 125 - 140. https://doi.org/10.1007/s13384-018-0264-0
Methods in feedback research
Brown, Gavin T. L. and Harris, Lois. (2018). Methods in feedback research. In In A. A. Lipnevich and J. K. Smith (Ed.). The Cambridge Handbook of Instructional Feedback pp. 97 - 119 Cambridge University Press (Anthem Press). https://doi.org/10.1017/9781316832134
Using multi-group confirmatory factor analysis to evaluate cross-cultural research: identifying and understanding non-invariance
Brown, Gavin T.L., Harris, Lois, O'Quin, Chrissie and Lane, Kenneth E.. (2017). Using multi-group confirmatory factor analysis to evaluate cross-cultural research: identifying and understanding non-invariance. International Journal of Research and Method in Education. 40(1), pp. 66 - 90. https://doi.org/10.1080/1743727X.2015.1070823
Creating first-year assessment support: lecturer perspectives and student access
Dargusch, Joanne, Harris, Lois, Reid-Searl, Kerry and Taylor, Benjamin A.. (2017). Creating first-year assessment support: lecturer perspectives and student access. Distance Education. 38(1), pp. 106 - 122. https://doi.org/10.1080/01587919.2017.1299566
Understanding teacher aides’ definitions of reading: implications for classroom practice
Harris, Lois, Davidson, Christina R. and Aprile, Kerry T.. (2015). Understanding teacher aides’ definitions of reading: implications for classroom practice. The Australian Educational Researcher. 42(5), pp. 627 - 644. https://doi.org/10.1007/s13384-015-0181-4
'I can sort of slot into many different roles': examining teacher aide roles and their implications for practice
Harris, Lois and Aprile, Kerry T.L.. (2015). 'I can sort of slot into many different roles': examining teacher aide roles and their implications for practice. School Leadership and Management. 35(2), pp. 140 - 162. https://doi.org/10.1080/13632434.2014.992774
The future of self-assessment in classroom practice : Reframing self-assessment as a core competency
Brown, Gavin T. L. and Harris, Lois. (2014). The future of self-assessment in classroom practice : Reframing self-assessment as a core competency. Frontline Learning Research. 2(1), pp. 22-30. https://doi.org/10.14786/flr.v2i1.24
Understanding classroom feedback practices: a study of New Zealand student experiences, perceptions, and emotional responses
Harris, Lois, Brown, Gavin T.L. and Harnett, Jennifer A.. (2014). Understanding classroom feedback practices: a study of New Zealand student experiences, perceptions, and emotional responses. Educational Assessment, Evaluation and Accountability. 26(2), pp. 107 - 133. https://doi.org/10.1007/s11092-013-9187-5
Opportunities and obstacles to consider when using peer- and self-assessment to improve student learning: Case studies into teachers' implementation
Harris, Lois and Brown, Gavin T. L.. (2013). Opportunities and obstacles to consider when using peer- and self-assessment to improve student learning: Case studies into teachers' implementation. Teaching and Teacher Education. 36, pp. 101 - 111. https://doi.org/10.1016/j.tate.2013.07.008