Abstract:
Feedback is an integral component of self-regulated learning and the activity of peer feedback has the potential to improve students' ability to evaluate and monitor their own productive attempts at learning. An interpretive case study approach was used to explore how Year 12 students in New Zealand experienced and understood peer feedback in the context of a statistics classroom. Data were gathered through semistructured interviews with two teachers and fourteen student participants; field notes from lesson observations; and the collection of teacher documents, resources and student artefacts. Findings indicated that students sought constructive feedback from peers that could be used to improve their on-going work(s) in statistics, preferred to receive peer feedback in private rather than public spaces and were more comfortable seeking feedback from friends and those considered to be more knowledgeable. It was concluded that student experience and understanding of peer feedback was influenced by environmental factors such as their relationship with other class members and the climate and space in which these interactions took place.
