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dc.contributor.authorChong , SW
dc.contributor.authorLin, Tingjun
dc.date.accessioned2023-01-19T16:30:15Z
dc.date.available2023-01-19T16:30:15Z
dc.date.issued2024-01-01
dc.identifier.citationChong , SW & Lin , T 2024 , ' Feedback practices in journal peer-review : a systematic literature review ' , Assessment & Evaluation in Higher Education , vol. 49 , no. 1 . https://doi.org/10.1080/02602938.2022.2164757en
dc.identifier.issn0260-2938
dc.identifier.otherPURE: 282921406
dc.identifier.otherPURE UUID: df09f639-1a59-43b0-bde9-aa7345fe0919
dc.identifier.otherORCID: /0000-0002-4519-0544/work/126554393
dc.identifier.otherScopus: 85146261842
dc.identifier.urihttps://hdl.handle.net/10023/26786
dc.description.abstractFeedback provided by peer reviewers plays a pivotal role in any journal peer-review model. Peer-review feedback helps authors reconsider their manuscripts in a new light and improve their work before it is published. While there is a wealth of knowledge and empirical evidence focusing on effective feedback practices in educational settings, there is a dearth of research on journal peer-review feedback, especially in some academic disciplines including the social sciences and education. To better under-stand ‘good’ and ‘bad’ peer-review feedback practices across academic disciplines, we conducted a systematic literature review, informed by grounded theory, that aimed to identify the feedback features and factors that exert an impact on quality of peer-review feedback. Findings from 20 publications indicate a list of good and bad features of peer-review feedback pertaining to content, language, tone, structure and timeliness. We also identified a number of internal and external factors that influence how peer reviewers provide feedback such as academics’ expertise, lan-guage skills, motivation and seniority, as well as external influences such as anonymity in peer-review, and interactions between editors and peer reviewers. Implications for researching and practising peer-review are discussed.
dc.format.extent12
dc.language.isoeng
dc.relation.ispartofAssessment & Evaluation in Higher Educationen
dc.rights© 2023 the Author(s). Published by Informa UK limited, trading as Taylor & Francis group. This is an open Access article distributed under the terms of the creative commons Attribution-noncommercial-noderivatives license (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way.en
dc.subjectPeer-reviewen
dc.subjectJournalsen
dc.subjectResearch evaluationen
dc.subjectFeedbacken
dc.subjectReviewersen
dc.subjectSystematic literature reviewen
dc.subjectLB2300 Higher Educationen
dc.subjectDOAEen
dc.subjectMCCen
dc.subject.lccLB2300en
dc.titleFeedback practices in journal peer-review : a systematic literature reviewen
dc.typeJournal articleen
dc.description.versionPublisher PDFen
dc.contributor.institutionUniversity of St Andrews. International Education Instituteen
dc.identifier.doihttps://doi.org/10.1080/02602938.2022.2164757
dc.description.statusPeer revieweden


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