Browsing by Subject "vertaispalaute"

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  • Bergström, Anna-Mari (Helsingfors universitet, 2015)
    Goals. The goal in my thesis is to describe how six-graders give peer feedback when learning to write. My focus is especially on textual concepts the pupils are using in their feedback comments and on the ways readers express their evaluative experience. In regard to this I analyse what sort of learning this feedback represents. To give my thesis a background and a context I introduce previous research on cooperative learning, feedback and concept learning. Methods. My research is a qualitative case study and my method is content analysis. My data has been collected as a part of RokKi-project and it contains 23 stories and 119 peer feedback comments given to them. The feedback comments have been written not only by pupils but also two student teachers, a teacher of didactics and the class teacher. Majority of the feedback comments have been given anonymous, so it is possible that there could be some comments in my data that have been written by adults. I reflect the concepts in the feedback comments on the curriculum and three textbook and exercise book series used in fourth and fifth grade. Results and conclusions. Six-graders use textual concepts when giving peer feedback on each other's stories. There are 16 different textual concepts in my data and they are mentioned 109 times. The most used concept is a story (tarina). One peer feedback comment can have many targets and there can be various textual concepts in it. The target in a six-graders feedback comment is often related to the plot (juoni) and the beginning (alku) and the ending (loppu) of a story. A six-grader can analyse a story's chain of events and understand the chronology of a story. The use of textual concepts specifies and deepens the meaning of feedback to the writer of the story. It also reveals how the feedback's giver can use textual concepts they have learned. Reader's evaluative experience starts dialogue between the writer and the reader which completes the feedback comment. This lifts the writer's voice to the center and on the focus which can lead to the writer's voice growing stronger. All in all, peer feedback in writing is useful not only to the receiver but also the giver.
  • Pasula, Susanna (Helsingfors universitet, 2016)
    Goals. The writing performance level of Finnish schoolchildren, especially of boys, has been an area of concern over the past few years. The present study is part of a longitudinal intervention study (RoKKi), which has created an encouraging feedback model for trying to find ways to enhance writing skills. Research has shown that writing self-efficacy and writing performance are related, so this study will examine whether the encouraging feedback model will improve the self- efficacy of the students. A central element of the encouraging feedback model is peer feedback. The idea is that the pupils feel that attention is being paid to what they have written. Pupil experience has not figured significantly as an issue in writing research, so this study will tackle that subject as well. Methods. The study was carried out in three 5th-grade classes between autumn 2011 and autumn 2012. The established class had already used the encouraging feedback model before the study, while the treatment class started to use it at the beginning of the intervention. In the control class, the teacher gave feedback according to a more traditional manner. The data consists of four measures of self-efficacy and writing experience. They were analysed using one-way ANOVA, repeated measures ANOVA, t-tests and the equivalent nonparametric tests. Results and conclusions. The encouraging intervention didn't have a statistically significant effect on the self-efficacy beliefs of the 5th-graders. However, the self-efficacy in the established class was higher and the writing experiences were statistically significantly higher than in the other two classes. In the established class, the experiences remained positive regardless of the genre that was being exercised whereas, in the control group, not even the normally positively experienced genre of story could improve the writing experience of the boys. The intervention seemed to have a positive effect for boys in particular, but one needs to take into account that the starting level of the self-efficacy of the boys in the test class was also high, which is exceptional in the light of earlier research. In the control class, the girls had much higher levels of self-efficacy and better writing experiences than the boys whereas, in the established class, the results were quite even. The positive writing experiences and self-efficacy beliefs – and the equality of the genders – in the established class suggest that the encouraging feedback model might be of value in long-term use.