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The Learning Research and Development Center (LRDC) and the University Center for Teaching and Learning (UCTL) are pleased to share Research to Practice: The Learning Sciences Video Series
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Peer feedback has become an area of growing importance in classroom instruction and large-scale online teaching. In this video, Christian Schunn, colleagues, and students present recent research on the effectiveness of peer review and suggestions for incorporating it into classroom writing.
Christian Schunn is a senior scientist at the Learning Research & Development Center (LRDC) and a professor of Psychology, Learning Sciences and Policy, and Intelligent Systems.
Back to video page
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Engagement with Peer Review: A Revised Model of Learning from Peer Feedback, LRDC Research Research News, March 2023
University of Pittsburgh Writing Center
University of Pittsburgh Tutoring Center
University of Pittsburgh Student Success Hub
Further Reading
Yu, Q. & Schunn, C. D. (2023). Understanding the what and when of peer feedback benefits for performance and transfer. Computers in Human Behavior.
Zong, Z., Schunn, C. D. & Wang, Y. (2023). When do students provide more peer feedback? The roles of performance and prior feedback experiences. Instructional Science.
Wu, Y. & Schunn, C. D. (2023). Assessor writing performance on peer feedback: Exploring the relation between assessor writing performance, problem identification accuracy, and helpfulness of peer feedback. Journal of Educational Psychology.
Wu, Y. & Schunn, C. D. (2021). The effects of providing and receiving peer feedback on writing performance and learning of secondary school students. American Educational Research Journal.
Wu, Y. & Schunn, C. D. (2020). When peers agree, do students listen? The central role of feedback quality and feedback frequency in determining uptake of feedback. Contemporary Educational Psychology.
*LRDC researchers' names appear in boldface
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