Knowing me, knowing you: the effects of peer familiarity on receiving peer feedback for undergraduate student writers

Abstract

Anonymity has been suggested as a way to mitigate the possible negative effects of interpersonal variables that may arise during the peer review process. However, since anonymity is not always possible, it is important to consider how the level of familiarity between peers may influence the peer review process. This study therefore explores the effect that peer familiarity has on receiving feedback from peers. A qualitative and quantitative analysis of the data, collected via a questionnaire, reveals that the majority of the students knew their peers very or fairly well and felt comfortable and enjoyed working with them. The process was less confrontational, with more honesty and trust, and better communication. The few students who did not know their peers well felt that they could be more objective in their feedback. The authors conclude that the level of peer familiarity provides a different perspective to the peer review process, especially in contexts where anonymity is not possible.

Keywords:

• Peer feedback
• higher education
• peer familiarity
• anonymity
• student writing

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Martina van Heerden

Martina van Heerden is a Lecturer at the University of the Western Cape, South Africa. Dr Van Heerden lectures in the English for Educational Development programme, which is an academic literacies module offered to students from the Faculties of Law, Community and Health Sciences (CHS), and Science. Her PhD was on the alignment between the practice and purpose of feedback. Aside from feedback, her research interests include academic literacies, academic development, and peer review.

Sharita Bharuthram

Sharita Bharuthram is an Associate Professor at the University of the Western Cape, South Africa where she co-ordinates and lectures a module called English for Educational Development. Her PhD, which she obtained in 2007, was on the reading development of students in higher education. Since then her research focus has been in the area of academic literacies and integrating these into the students’ disciplines. Her research interests also include assessment practices, in particular, self and peer assessment. Professor Bharuthram has published in both national and international journals and has presented her work at national and international conferences. She also serves as a reviewer for international journals.