The effects of gender and training on peer feedback characteristics

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dc.contributor.authorOcampo, Jose Carlos
dc.contributor.authorPanadero, Ernesto
dc.contributor.authorZamorano Sande, David
dc.contributor.authorSánchez Iglesias, Iván
dc.contributor.authorDíez Ruiz, Fernando
dc.date.accessioned2026-03-09T15:34:38Z
dc.date.available2026-03-09T15:34:38Z
dc.date.issued2024
dc.date.updated2026-03-09T15:34:38Z
dc.description.abstractPrevious research has demonstrated the benefits of peer feedback for improving student work. Gender, as an individual characteristic, is now receiving increased attention due to its influence on the peer feedback process. This study examined the effects of gender and peer assessment training on the amount and content of peer feedback provided by assessors for poor, average and excellent writing samples, using a randomised controlled design. A total of 240 undergraduate psychology students participated in the study. Half of the participants received peer assessment training, while the other half received task instructions only. Participants were assigned to eight subgroups, providing peer feedback to writing samples attributed to fictitious male or female assessee. Analysis of 3017 feedback segments revealed that women provided a greater amount of peer feedback compared to men. Women also offered more positive verifications and suggestive elaborations for average and poor writing samples. Male assessees received more suggestive elaborations, while trained assessors provided more positive verifications. These findings suggest the need for a multifaceted training programme to bridge the gap between gender-based differences in peer feedback characteristics.en
dc.description.sponsorshipThe first author of this project received funding from the European Union’s Horizon 2020 Research and Innovation Programme under the Marie Skłodowska Curie grant agreement N° 847624. A number of institutions co-dinanced the project. The Spanish National R+D call from the Ministerio de Ciencia, Innovación y Universidades (Generación del conocimiento 2019) [Reference number: PID2019-108982GB-I00]. Basque Government call for Ayudas para apoyar las actividades de grupos de investigación del sistema universitario vasco para los años 2022-2025 [Reference number: IT1624-22]. The third author is funded by the Formación de Personal Investigador [reference PRE2020-092280en
dc.identifier.citationOcampo, J. C., Panadero, E., Zamorano, D., Sánchez-Iglesias, I., & Diez Ruiz, F. (2024). The effects of gender and training on peer feedback characteristics. Assessment and Evaluation in Higher Education, 49(4), 539-555. https://doi.org/10.1080/02602938.2023.2286432
dc.identifier.doi10.1080/02602938.2023.2286432
dc.identifier.eissn1469-297X
dc.identifier.issn0260-2938
dc.identifier.urihttps://hdl.handle.net/20.500.14454/5401
dc.language.isoeng
dc.publisherRoutledge
dc.rights© 2023 Informa UK Limited, trading as Taylor & Francis Group
dc.subject.otherGender
dc.subject.otherPeer feedback amount
dc.subject.otherPeer feedback content
dc.subject.otherRandomised-controlled design
dc.subject.otherTraining
dc.titleThe effects of gender and training on peer feedback characteristicsen
dc.typejournal article
dcterms.accessRightsmetadata only access
oaire.citation.endPage555
oaire.citation.issue4
oaire.citation.startPage539
oaire.citation.titleAssessment and Evaluation in Higher Education
oaire.citation.volume49
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