“由于反馈的构成，我认为这是一个女孩”：性别和同伴反馈内容对论文修改和同伴反馈看法的影响

IF 2.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Educational Evaluation Pub Date : 2025-03-13 DOI:10.1016/j.stueduc.2025.101455

José Carlos G. Ocampo , Ernesto Panadero , Iván Sánchez-Iglesias , Fernando Díez Ruiz

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引用次数: 0

摘要

本研究探讨了同行反馈内容（简明概括vs详细阐述）、评估者性别（男性vs女性）和虚构评估者性别（男性vs女性vs匿名）对论文修改和对同行反馈的看法的影响。来自菲律宾两所私立大学的284名本科生（nMen = 138, nWomen = 146）参与了本研究。参与者提交一篇议论文草稿（预测试），从一个虚构的男性或女性或匿名的同行评议员那里收到简明概括或详细具体的同行反馈，并提交一篇修改后的议论文（后测试）。我们发现测试前和测试后的作文分数不受反馈内容、被评估者或评估者性别的影响。然而，在被评估者性别、反馈内容和评估时间之间出现了显著的三重交互作用。同样地，在同伴作为评估者的信任和反馈的感知充分性方面发现了三重交互作用。没有观察到（不适）舒适感和动机之间的相互作用。

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“Due to the composition of the feedback, I think it’s a girl”: The effects of gender and peer feedback content on essay revisions and perceptions of peer feedback

This study explores the impact of peer feedback content (concise general vs elaborated specific), assessee gender (male vs female), and fictitious assessor gender (male vs female vs anonymous) on essay revisions and perceptions of peer feedback. A total of 284 undergraduate students (n_Men = 138, n_Women = 146) from two private universities in the Philippines participated in this study. Participants submitted an argumentative essay draft (pre-test), received concise general or elaborate specific peer feedback from a fictitious male or female or anonymous peer assessor, and submitted a revised argumentative essay (post-test). We found that the pre-test and post-test essay scores were unaffected by feedback content, assessee, or assessor gender. However, a significant triple interaction emerged between assessee gender, feedback content, and assessment time. Similarly, triple interactions were found for trust in peers as assessors and perceived adequacy of feedback. No interactions were observed for perceptions of (dis)comfort and motivation.

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来源期刊

Studies in Educational Evaluation Multiple-

CiteScore

6.90

自引率

6.50%

发文量

审稿时长

62 days

期刊介绍： Studies in Educational Evaluation publishes original reports of evaluation studies. Four types of articles are published by the journal: (a) Empirical evaluation studies representing evaluation practice in educational systems around the world; (b) Theoretical reflections and empirical studies related to issues involved in the evaluation of educational programs, educational institutions, educational personnel and student assessment; (c) Articles summarizing the state-of-the-art concerning specific topics in evaluation in general or in a particular country or group of countries; (d) Book reviews and brief abstracts of evaluation studies.