A formative assessment script increases the quantity and quality of peer feedback vocational students generate on a peer's draft¶
Claim · All claims
Evidence · 1 study · causalr2·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? FAS-supported students generated more comments on the peer draft, were more sensitive in detecting errors and missing information, and generated more suggestions for improvement. → Peters 2018
Evidence¶
Peters 2018¶
Peters, O., Körndle, H. & Narciss, S. (2018). Effects of a formative assessment script on how vocational students generate formative feedback to a peer's or their own performance. Eur J Psychol Educ, 33, 117–143. https://doi.org/10.1007/s10212-017-0344-y
q2 · i? · causal · r2
Two-factorial quasi-experimental study in which 75 vocational students gave peer feedback on a fictitious erroneous peer draft with vs. without FAS support. The article reports beneficial FAS effects: students "generated more suggestions for improvement" and detected more errors and missing information.
"Results yield beneficial effects of the FAS on generating peer feedback. Students, who were supported by the FAS-generated more comments on the peer draft, were more sensitive in detecting errors and missing information in the peer draft and generated more suggestions for improvement."
Discussion¶
Related Claims¶
- FAS support does not increase detection of missing information or improvement suggestions in students' internal feedback on their own drafts — related
- FAS support partially improves internal feedback: more comments on and fewer ignored erroneous elements in students' own drafts — related
- Peer Feedback Improves Writing — a broader claim this one bears on
- Generating peer feedback prior to internal feedback does not improve the quality of assessors' subsequent internal feedback — related
- Peer assessment improves academic performance by a small average amount relative to no assessment or to teacher assessment — a broader claim this one bears on
- In two secondary-school writing studies, peer reviewers' own performance predicted how helpful their feedback was but not how accurately it identified problems — related
- Review reports that asking students to notice particular errors decreased errors in a subsequent draft without reducing overall writing quality (Chandler) — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
fas-improves-peer-feedback-generation |
title |
A formative assessment script increases the quantity and quality of peer feedback vocational students generate on a peer's draft |
description |
A formative assessment script increases the quantity and quality of peer feedback vocational students generate on a peer's draft |
status |
review |
evidence_strength |
moderate |
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 — peters-2018 |
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