การพัฒนาความรอบรู้ในข้อมูลป้อนกลับของนักเรียนชั้นมัธยมศึกษาปีที่ 1 โดยใช้การสอนด้วยวิธีการประเมินโดยเพื่อน

Arnon Plamkrathok; Suricha Thanwisai

Authors

Arnon Plamkrathok Surawiwat School Suranaree University of Technology
Suricha Thanwisai Surawiwat School Suranaree University of Technology

Keywords:

Feedback Literacy, Feedback, Peer Assessment

Abstract

This research article aims to: 1. examine the level of feedback literacy among students and 2. compare the feedback literacy between students who learn through peer assessment and those who learn through conventional methods. The research sample consisted of 114 Grade 7 students from Surawiwat School, Suranaree University of Technology. Research instruments included lesson plans incorporating peer assessment and a feedback literacy assessment tool. Data were analyzed using mean, standard deviation, paired sample t-test, and independent sample t-test.

The research findings revealed that: 1. students who were taught using peer assessment exhibited a higher level of feedback literacy than before learning. Among them, the highest mean score was found in the ability to evaluate work quality based on feedback, followed by the ability to implement feedback. In contrast, students who learned through conventional methods had the highest mean score in implementing feedback, followed by evaluating work quality based on feedback. However, both groups demonstrated the lowest mean score in managing emotional responses to feedback; and 2. students taught through peer assessment had significantly higher feedback literacy than those taught through conventional methods at the .05 level of significance (t(112) = 2.900, p = .004). This study indicates that peer assessment is a beneficial tool for teachers and contributes to developing students' feedback literacy, which is essential for refining their learning strategies and achieving academic goals.

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