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This licentiate thesis focuses on the development of the idea process in art education using digital peer feedback. In the school subject visual art, the visual idea process, e.g., when students sketch their ideas, is an important phase in a project. When an idea takes form, there is the possibility for considering the idea in a new way, for others to study and discuss it, and most importantly, for generating new ideas. By digitally sharing their visual idea process and providing feedback, students can become more aware of their own and others' creative processes. Peer feedback in this thesis leans on two theories. The first is self-regulated learning, meaning that students formulate goals and identify needs (both their own and others’) when learning. In the feedback activity, the student is responsible for their own idea and for the visual feedback given to other students. They also receive valuable input when providing feedback. The second feedback theory is social constructivism and the zone of proximal development, i.e., the difference between what students accomplish in learning with the help of others and what students accomplish by themselves. In this study it is shown (by focusing on the social aspects of peer feedback) that when students help others, they develop their own products far more than they might have done if working individually. On two occasions, I observed and investigated how students (an eighth-grade and sixth-grade class) developed and digitally shared visual ideas supported by digital peer feedback. Thematic analysis was used on data gathered on both occasions (i.e. in both iterations of the study) to identify different types of feedback provided by students. In the first iteration, the feedback was in written form, and through analysis, five themes were created that described different types of peer feedback. In the second iteration, feedback was provided using various visual techniques, and through the analysis, four themes were formed. In each iteration of the study, four categories were created to describe the degree of change between the first and final sketches. The results suggest that using digital tools and peer feedback activities in visual art could help improve students’ abilities to develop ideas. The methodological contribution of this research is its new use of peer feedback using visual feedback. With this form of feedback, students stayed within one medium, using a sign system to communicate visual solutions on the sketches of other students. At the same time, they received practical tips and direct advice that they could immediately apply to their sketches. / Den här licentiatuppsatsen fokuserar på att utveckla idéprocessen i bildundervisning med hjälp av digital kamratfeedback. I skolämnet bild är den visuella idéprocessen, till exempel när elever skissar sina idéer, en viktig fas i ett projekt. När en idé får en form blir det möjligt att betrakta den, för andra att studera och granska, och kanske viktigast av allt, att generera nya idéer. Genom att digitalt dela med sig av sin visuella idéprocess och ge feedback kan elever bli mer medvetna om sina egna och andras kreativa processer. Kamratfeedback, peer feedback, i uppsatsen lutar sig mot två teorier. Den ena är själv-reglerat lärande, vilket innebär att formulera mål och identifiera behov i lärandet. I feedbackaktiviteten är eleven ansvarig för den egna idén och för den feedback som ges till andra elever. Eleverna får också värdefull input när de ger feedback. Den andra teorin är socialkonstruktivism och den proximala utvecklingszonen, dvs. skillnaden mellan vad elever åstadkommer i lärandet med hjälp av andra och vad elever åstadkommer på egen hand. Den här studien (som fokuserar på de sociala aspekterna av kamratfeedback) visar att när elever hjälper andra utvecklar de sin idé mycket mer än vad de skulle ha gjort om de hade arbetat individuellt. I två omgångar undersöktes hur elever i åttonde och sjätte klass utvecklar och digitalt delar visuella idéer med stöd av digital kamratfeedback. Inspiration från tematisk analys användes i båda omgångarna för att identifiera olika typer av feedback från eleverna. I den första användes skriftlig feedback, och genom analysen skapades fem teman som beskrev olika typer av elevernas feedback. I den andra omgången gav eleverna varandra feedback i form av olika visuella tekniker, och i analysarbetet skapades fyra teman. I båda omgångarna bedömdes graden av förändring mellan den första och den sista skissen. Fyra kategorier skapades i varje omgång. Resultaten tyder på att det skulle kunna vara fördelaktigt för elevernas förmåga att utveckla idéer med hjälp av digitala teknologier och kamratfeedback-aktiviteter i bild. Den digitala delningen underlättade för eleverna att dela och granska varandras idéarbeten och feedback. Det metodologiska bidraget från denna licentiatuppsats är att kamratfeedback har använts på ett nytt sätt, visuell feedback. Genom att stanna kvar i ämnets visuella språk och kommunicera feedback visuellt återanvändes föremål och former i den ursprungliga skissen.

No / The aim of this study was to evaluate newly developed performance feedback tools from the student perspective. The tools were innovative in both their mode of delivery and the range of stakeholders they involved in the feedback process. By using the tools in health and social care settings, students were able to engage in interprofessional assessment of common competences and obtain performance feedback from a range of stakeholders not commonly involved in work-based learning; these included peers and service users. This paper discusses the ways in which the performance feedback tools were developed by a collaborative programme and compares their delivery, across a wide range of professions and work-based settings, in paper-based, web-based and mobile formats. The tools were evaluated through a series of profession-specific focus groups involving 85 students and 7 professions. The data were analysed thematically and reduced to three key categories: mode of delivery, assessment tool dynamics and work-based issues. These will be discussed in detail. The students agreed that the structured way of capturing and documenting feedback from several sources would support their practice placement learning. The reflective nature of the tools and the capacity for guiding reflection was also welcomed. The concepts of gaining service user, peer and/or interprofessional feedback on performance were new to some professions and evoked questions of reliability and validity, alongside appreciation of the value they added to the assessment process.

Few studies address feedback and teaching methods that lead to good writing development in primary school. The purpose of this thesis was to contribute knowledge about the teaching of story writing in primary school through a learning study in which peer feedback was implemented. The research questions guiding this thesis were: What are the critical aspects of the learning object?, How can these critical aspects be highlighted in teaching to make the learning object visible? and In what ways and with whom does scaffolding occur in story writing? To collect data for the study, qualitative methods such as structured observation, collected student narratives and worksheets from peer feedback were utilized through a learning study based on variation theory and complemented with sociocultural concepts. The results of the study showed that few students revised their stories after peer feedback was implemented. Furthermore, the critical aspects of the learning object identified in the study were the use of punctuation, basic writing rules and chronological order. The critical aspects could be highlighted in teaching to make the learning object visible through modeling and working with peer feedback. To support story writing, teachers could offer students scaffolding through support images, asking questions, providing feedback and modeling. However, the results also indicated insufficient scaffolding where teachers provided feedback that did not meet the students' needs. Finally, students could become ‘the more competent peers’ for each other by acting as role models and supporting each other by actively interacting and sharing explanations and thoughts.

Cette recherche, qui relève du domaine de l'apprentissage des langues assisté par ordinateur, se penche sur diverses aides logicielles pouvant faciliter l'activité scripturale en Français Langue Étrangère. Le cadre théorique s'inspire de la linguistique textuelle (Adam, notamment), des travaux portant sur les processus rédactionnels des apprentis-scripteurs, particulièrement en L2 et de l'approche par tâches dans la didactique des langues. Le terrain est constitué d'étudiants thaïlandais de la Section de Français à l'Université de Chiang Maï en Thaïlande, dont le niveau en français se situe entre B1 et B2. Le dispositif d'écriture a été organisé à partir d'une plateforme d'apprentissage en ligne Moodle permettant, d'une part, la présentation de contenus et, d'autre part, la pratique du feedback entre pairs via le forum de la plateforme. Nous avons également expérimenté, dans notre recherche, une aide logicielle à la rédaction, ScribPlus. Cette application, version Internet de logiciels hors-ligne des années 1990 (Scrivere con Word Prof, Gammes d'écriture), vise à développer des compétences de production textuelle chez les apprentis scripteurs par une série d'incitations débouchant sur la génération d'une ébauche de texte. L'ensemble du dispositif (Moodle, ScribPlus, consignes, textes supports) a fait l'objet d'une première mise œuvre et d'un recueil de données; celles-ci ont été analysées dans le but d'améliorer le dispositif. Il a ainsi été possible de faire une seconde expérience en modifiant certains paramètres, notamment les incitations de ScribPlus et le lien lecture-écriture. Les analyses, de nature essentiellement qualitative, se sont fondées sur le système d'incitations de ScribPlus, sur des entretiens semi-directifs avec les étudiants, sur les productions écrites et les feedbacks laissés sur le forum de ces derniers. Leur but était de dégager les apports et les limites du dispositif d'écriture afin de proposer un certain nombre d'améliorations. Cette recherche relève donc de la recherche-action, voire de la recherche développement. / This study falls within the field of computer-assisted language learning and examines various software aids that can facilitate writing activities in French as a Foreign Language. The theoretical framework draws on both textual linguistics (in particular, Adam) and work focusing on learners' writing processes, particularly among second-year undergraduates, as well as on the task-based approach in language learning theory. The research field is composed of Thai students in the French Section at Chiang Mai University in Thailand, with a B1 to B2 level in French. The set of writing aids was organised using the online learning platform Moodle, allowing, on the one hand, the presentation of content and, on the other, peer feedback via the platform's forum. Within this study, the writing aid software Scribplus was also tested. This application, which is an Internet version of 1990s off-line software programs (Scrivere con Word Prof, Gammes d'écriture), aims to develop learners' competence in textual production by using a series of prompts that lead to the generation of a draft text. During an initial phase, the whole set of aids (Moodle, Scribplus, instructions, textual materials) was implemented and data was collected; these data were then analyzed with a view to improving the system. A second experiment was then possible, in which certain parameters were changed, in particular Scribplus's prompts and the reading-writing link. These analyses were mainly qualitative and based on Scribplus's prompting system and on semi-structured interviews with the students, as well as on their written productions and the feedback that they left on the forum. The aim was to identify the benefits and limitations of the set of writing aids in order to suggest a certain number of improvements. This research can therefore be qualified as action research, or even as development research.

The theoretical-empirical thesis deals with the importance of self-assessment and peer assessment for interpreter self-training. The first part is focused on the theoretical foundations of the thesis. First, the thesis covers the question of interpreting quality, its definition, and the assessment of interpreting in interpreter training. The thesis then presents the expertise theory, both in general and in the field of interpreting studies specifically, and provides recommendations by several theoreticians as to how to apply this theory in interpreter training. The next chapter clarifies certain concepts from learning theory that often appear in literature on interpreting didactics. The theoretical part concludes with a presentation of two types of tools that can be used in interpreter self-training, namely e-learning tools and reflective diaries. The empirical part then analyses data collected in two pieces of research. The first of these is a questionnaire research that aims to map the self-training habits of MA interpreting students at the Institute of Translation Studies, Faculty of Arts, Charles University, and to find out whether the students, while self-training, act in line with the expertise theory. The second piece of research is focused on peer feedback that interpreting students give to...

The present theoretical-empirical thesis deals with the role of feedback in interpreter training. Its aim is to give an overview of the students' attitude towards feedback, their expectations, preferences and the way they use the elements of feedback in their work outside the classroom. The research part of the study also compares the expectations of two groups of BA and MA students at the Institute of Translation Studies, Faculty of Arts, Charles University. The theoretical part discusses the general importance of interpreter training. It presents the requirements for teachers of interpreting, recommendations for interpreter training programmes as well as the role of feedback in interpreting classes. It clarifies the role of feedback as a means of teaching interpreting, its components, functions, techniques and types and it concludes with a presentation of recommended feedback methods. The empirical study analyses data collected in a questionnaire including BA and MA interpreting students at the Institute of Translation Studies. The results confirmed some of the recommendations presented in existing literature. The data also suggest that students' attitude towards feedback differs according to their year of study. MA students tend to prefer more general, strategic-oriented and diagnostic feedback,...

The present thesis aims to describe teenagers as peer reviewers and explore possible benefits of giving feedback. My study was carried out in two EFL classrooms in year eight in a Swedish lower secondary school, where the pupils were engaged with the written task to write an informative reply letter in English. The teaching unit included negotiations of a joint criteria list, feedback training, peer review, and the production of first and final drafts of the reply letter. Data were collected from multiples sources: texts produced in class, audio- and video-recordings, questionnaires and interviews. My main findings suggest that pupils can learn about writing from giving feedback. By adopting a reader perspective, the pupils raised their genre and audience awareness. Moreover, the peer-reviewed reply letters served as inspiration both in terms of transfer of structure, such as rhetorical organisation, and of ideas and content. Self-reports indicated that the pupils in my study enhanced their ability to self-assess and edit their own writing, which suggests that transferable skills were developed as a result of peer review. As regards micro-level aspects of writing, reading and commenting on peers’ reply letters seemed to influence a smaller number of pupils to transfer patterns and spelling. In their role as peer reviewers, the pupils successfully identified strengths and weaknesses in their peers’ writing, but the feedback comments did not include much specific formative information. My findings contribute to research on L2 writing and peer feedback by showing that younger learners can benefit from giving feedback. This is significant since previous research has mainly been carried out at university and college level. In addition, by combining text analyses, classroom observation and pupils’ self-reports, my study offers a comprehensive understanding of peer review. / Syftet med min licentiatuppsats är att beskriva tonåringar som kamratbedömare och undersöka möjliga fördelar med att ge feedback. Min studie genomfördes i två engelskklassrum i årskurs åtta i en svensk högstadieskola där eleverna  arbetade med att skriva svarsbrev på engelska. Arbetsområdet inkluderade diskussioner om en gemensam kriterielista, träning i att ge feedback, kamratbedömning och skriftlig produktion av utkast och slutlig version av svarsbrevet. Material samlades in från flera olika källor: de texter som skrevs i klassrummet, ljud- och videoinspelningar, enkäter och intervjuer. Mina resultat visar att elevers eget skrivande kan gynnas genom att ge feedback. Genom att de fick ett läsarperspektiv på sitt skrivande ökade elevernas medvetenhet om genre och mottagare. Dessutom fungerade de brev som eleverna läste och gav feedback på som inspiration, vilket visades genom att de överförde disposition och strukturer, samt idéer och innehåll till sitt eget skrivande. Eleverna uttryckte själva att de förbättrade sin förmåga att självbedöma och rätta sina texter, vilket indikerar att det är möjligt att utveckla överförbara färdigheter genom att bedöma andras texter. Ett mindre antal elever överförde ord och grammatiska strukturer från sina kamraters texter, men överlag påverkades skrivandets mikronivå i mindre utsträckning än makronivån (organisation och innehåll). I sin roll som kamratbedömare kunde eleverna  identifiera styrkor och svagheter i sina klasskamraters texter, men deras feedbackkommentarer innehöll relativt lite formativ information. Tidigare forskning inom området har främst utförts på högskole- och universitetsnivå  och mina resultat bidrar till forskning om skrivande i främmande språk och kamratfeedback genom att visa att också högstadieelevers skrivande kan gynnas av att ge feedback.

Peer assessment is a process where learners evaluate and provide feedback on one another’s performance, which is critical to the student learning process. Earlier research has shown that it can improve student learning outcomes in various settings, including the setting of engineering education, in which collaborative teaching and learning activities are common. Peer assessment activities in computer-supported collaborative learning (CSCL) settings are becoming more and more common. When using digital technologies for performing these activities, much student data (e.g., peer feedback text entries) is generated automatically. These large data sets can be analyzed (through e.g., computational methods) and further used to improve our understanding of how students regulate their learning in CSCL settings in order to improve their conditions for learning by for example, providing in-time feedback. Yet there is currently a need to automatise the coding process of these large volumes of student text data since it is a very time- and resource consuming task. In this regard, the recent development in machine learning could prove beneficial. To understand how we can harness the affordances of machine learning technologies to classify student text data, this thesis examines the application of five models on a data set containing peer feedback from 231 students in the settings of a large technical university course. The models used to evaluate on the dataset are: the traditional models Multi Layer Perceptron (MLP), Decision Tree and the transformers-based models BERT, RoBERTa and DistilBERT. To evaluate each model’s performance, Cohen’s κ, accuracy, and F1-score were used as metrics. Preprocessing of the data was done by removing stopwords; then it was examined whether removing them improved the performance of the models. The results showed that preprocessing on the dataset only made the Decision Tree increase in performance while it decreased on all other models. RoBERTa was the model with the best performance on the dataset on all metrics used. Explainable artificial intelligence (XAI) was used on RoBERTa as it was the best performing model and it was found that the words considered as stopwords made a difference in the prediction. / Kamratbedömning är en process där eleverna utvärderar och ger feedback på varandras prestationer, vilket är avgörande för elevernas inlärningsprocess. Tidigare forskning har visat att den kan förbättra studenternas inlärningsresultat i olika sammanhang, däribland ingenjörsutbildningen, där samarbete vid undervisning och inlärning är vanligt förekommande. I dag blir det allt vanligare med kamratbedömning inom datorstödd inlärning i samarbete (CSCL). När man använder digital teknik för att utföra dessa aktiviteter skapas många studentdata (t.ex. textinlägg om kamratåterkoppling) automatiskt. Dessa stora datamängder kan analyseras (genom t.ex, beräkningsmetoder) och användas vidare för att förbättra våra kunskaper om hur studenterna reglerar sitt lärande i CSCL-miljöer för att förbättra deras förutsättningar för lärande. Men för närvarande finns det ett stort behov av att automatisera kodningen av dessa stora volymer av textdata från studenter. I detta avseende kan den senaste utvecklingen inom maskininlärning vara till nytta. För att förstå hur vi kan nyttja möjligheterna med maskininlärning teknik för att klassificera textdata från studenter, undersöker vi i denna studie hur vi kan använda fem modeller på en datamängd som innehåller feedback från kamrater till 231 studenter. Modeller som används för att utvärdera datasetet är de traditionella modellerna Multi Layer Perceptron (MLP), Decision Tree och de transformer-baserade modellerna BERT, RoBERTa och DistilBERT. För att utvärdera varje modells effektivitet användes Cohen’s κ, noggrannhet och F1-poäng som mått. Förbehandling av data gjordes genom att ta bort stoppord, därefter undersöktes om borttagandet av dem förbättrade modellernas effektivitet. Resultatet visade att förbehandlingen av datasetet endast fick Decision Tree att öka sin prestanda, medan den minskade för alla andra modeller. RoBERTa var den modell som presterade bäst på datasetet för alla mätvärden som användes. Förklarlig artificiell intelligens (XAI) användes på RoBERTa eftersom det var den modell som presterade bäst, och det visade sig att de ord som ansågs vara stoppord hade betydelse för prediktionen.