Can a minimalistic tip sheet with a motivational focus foster high-quality, motivating peer-feedback? Results of two field experiments
通过两项现场实验，研究了简约的激励性提示单对提升同伴反馈质量和接收者动机的效果，发现提示单能提高反馈质量，并在某些情况下增强接收者的成功期望和修改行为。
Peer-feedback has high potential to be an effective strategy in higher education, supporting students in developing their knowledge and skills by providing and receiving feedback. Therein, high-quality, motivating peer-feedback – capable of encouraging recipients to revise their work – is essential. Ideally, peer-feedback should elicit high expectancies for success and high utility value for the receivers, subsequently leading to revising their work using the feedback. This paper examines an approach designed to support peer-feedback quality and, consequently, receivers’ motivation: A minimalistic tip sheet with a focus on motivation was employed in two separate field experiments in which students provided and received peer-feedback on one occasion (Study 1; 356 students) and on six occasions (Study 2; 278 students). We coded the quality of the feedback students provided on a criteria-based scheme. Feedback receivers reported on the perceived quality of the feedback they received, their expectancies for success in revision, and the utility value of revising their work. We also measured the amount of revision. In both studies, students receiving the tip sheet provided higher-quality peer-feedback. In Study 1, students receiving the supported feedback additionally perceived the peer-feedback as being of higher quality and held higher expectancies for success for revision than those in the control group. In Study 2, students receiving the supported feedback seemed to revise their papers to a greater extent. The results demonstrate that a minimalistic support can, in principle, promote peer-feedback quality and enhance receivers’ motivation.