Cognitive feedback benefits assessors rather than assessees, and weak students do not benefit from receiving more feedback¶
Claim · All claims
Evidence · 1 study · associationalr2·q2
Currency · newest study 2012 · 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? Cognitive feedback did not significantly predict assessees' project performance, and the authors conclude peer feedback may not help weak students. → Jingyan Lu 2012
Evidence¶
Jingyan Lu 2012¶
Jingyan Lu, Nancy Law. (2012). Online peer assessment: effects of cognitive and affective feedback. Instructional Science 40:257–275. https://doi.org/10.1007/s11251-011-9177-2
q2 · i? · associational · r2
From the regression and correlational results (N = 181), cognitive feedback received did not significantly predict project scores. The article states "feedback affects assessors rather than assessees, and peer feedback may not help weak students".
"The difference between the correlations of research project scores with feedback given and feedback received, respectively, indicate that those who tend to give more feedback gain more from the project process at the same time, while weak students do not benefit from receiving more feedback."
Discussion¶
Related Claims¶
- Receiving positive affective feedback from peers is a significant predictor of assessees' project performance — related
- The quality of feedback students give peers predicts gains in their own work, but no recorded study isolates a causal benefit of the assessor role — reports the opposite
- Peer grading behaviors do not significantly predict project performance for assessors or assessees — related
- Peer assessment improves academic performance by a small average amount relative to no assessment or to teacher assessment — reports the opposite
- Giving feedback that identifies problems in peers' work is a significant predictor of assessors' own project performance — related
- Peer Feedback Improves Writing — reports the opposite
- Giving suggestions to peers is a significant predictor of assessors' own project performance — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
cognitive-feedback-benefits-assessors-not-assessees |
title |
Cognitive feedback benefits assessors rather than assessees, and weak students do not benefit from receiving more feedback |
description |
Cognitive feedback benefits assessors rather than assessees, and weak students do not benefit from receiving more feedback |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2012 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-10-18 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — jingyan-lu-2012 |
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