Coached peer review improves the specificity of reviewer comments and receivers' uptake of feedback¶
Claim · All claims
Evidence · 1 study · reviewr2·q2
Currency · newest study 2018 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? After modelling and coaching in peer feedback, reviewers improved in composing specific and relevant feedback and receivers evidenced uptake of peer feedback. → David Carless & David Boud 2018
Evidence¶
David Carless & David Boud 2018¶
David Carless & David Boud. (2018). The development of student feedback literacy: enabling uptake of feedback. Assessment & Evaluation in Higher Education, 43(8), 1315-1325. https://doi.org/10.1080/02602938.2018.1463354
q2 · i? · review · r2
Narrative review describing a teacher-researcher study (Min 2006) in which a sample essay was used to model feedback types, followed by two peer feedback cycles and coaching in improving commentaries. The review reports improvement in reviewer comments and receiver uptake.
"Reviewers demonstrated improvement in composing specific and relevant feedback, and receivers evidenced uptake of peer feedback (Min 2006)."
Discussion¶
Related Claims¶
-
In two secondary-school writing studies, peer reviewers' own performance predicted how helpful their feedback was but not how accurately it identified problems — the general claim this finding bears on, with the studies behind it
-
Peer assessment improves academic performance by a small average amount relative to no assessment or to teacher assessment — the general claim this finding bears on, with the studies behind it
- The Trainer is expected to make peer comments more specific, criterion-referenced, and evidence-based — related
- Providing peer feedback can be more beneficial than receiving it because it is more cognitively engaging — related
- The Synthesizer is expected to support uptake and action planning compared with unsynthesized feedback — related
- Students' application of teacher support predicts accurate answers in small-group work — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
coached-peer-review-improves-comment-quality-and-uptake |
title |
Coached peer review improves the specificity of reviewer comments and receivers' uptake of feedback |
description |
Coached peer review improves the specificity of reviewer comments and receivers' uptake of feedback |
status |
review |
evidence_strength |
weak |
newest_evidence |
2018 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-10-15 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — david-carless-david-boud-2018 |
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