Classifying Feedback: Identifying the Content of New Zealand Students’ Written Peer- and Self-Assessment Comments Using Hattie and Timperley’s Feedback Typology

• In Event: The Roles and Perceptions of Teachers and Students Related to Grading, Feedback, and Assessment

Abstract

Peer- and self-assessment (PASA) can lead to increased student self-regulation and achievement. However, few studies have examined the content of the comment feedback students in K-12 provide themselves and their peers. This study used Hattie and Timperley’s (2007) Task, Process, Self-regulation, and Self feedback categories to code a sample of naturally occurring student written PASA comments (n = 471 utterances) to examine their content and explore the feasibility of using this typology with student generated feedback. Students provided primarily Task feedback to both themselves and peers, with more self-regulation seen in self-assessment. Changes to the typology are recommended, especially within the Self category, to better capture the quality and complexity of student-led assessment comments.

Authors

• Lois Ruth Harris, Central Queensland University

• Gavin T. Brown, The University of Auckland

• Jennifer Harnett, University of Auckland