Date of Award


Document Type


Degree Name

Doctor of Education (EdD)


Educational Leadership


Dr. Michael Brooks


This study aimed to examine four factors contributing to an understanding of the effect self-reflection has on students’ valuation and confidence in peer assessment and how the type of learner affects those same factors. The type of learner was identified as either a high self-regulated learner or a low self-regulated learner through the Motivated Strategies for Learning Questionnaire. Despite the requirement of teaching and measuring soft skills in allied health, little research is available to direct best practice and protocol in teaching, measuring, and documenting these skills. Self-regulated learning served as the theoretical framework, and the sample for this experimental design were graduate physical therapy and speech-language pathology students. A 2 x 2 factorial between-groups ANOVA was conducted for each hypothesis. The dependent variables were the valuation of peer feedback quality as an instructional method, confidence in submitted feedback quality, confidence in the quality of received peer feedback, and the valuation of peer feedback as an important skill. No significant interaction between type of learner and participation in a guided self-reflection protocol on participants’ valuation and belief in the peer feedback process existed for any of the four hypotheses. A significant main effect of type of learner on confidence in own feedback and with participation in the guided self-reflection on the confidence in the quality of received peer feedback was found. Results may assist instructors in the allied health fields with deciding on peer feedback protocol and give validity to teaching soft skills such as self-reflection.

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