The Perceptions and Use of Exemplars and Peer Feedback in Student Revisions

Abstract

Exemplars and peer feedback are generally accepted as instructional tools that have a positive impact on student evaluative judgment, but little is known about students’ perceptions of those tools in an online context and how they are used in assessment tasks. The present study examined perceptions of 26 undergraduate students on the use of exemplars and peer feedback to support learning. The study also highlighted the types of revisions students made following the viewing of exemplars and peer feedback comments. Qualitative data were collected through self-evaluation surveys, peer feedback comments, and exemplars. Ninety-six percent of students expressed positive sentiments on the utility of the resources indicating that it fosters community building and prompts self-reflection and evaluation. The feedback comment types varied from motivational, content-skill related or future learning. Though only 35% (n=9 students) reported making revisions to their work, revisions centered on providing elaborations or new content, correcting errors and making structural changes. Theoretical and practical assessment design implications of the findings are discussed in light of the findings.