FAS support does not increase detection of missing information or improvement suggestions in students' internal feedback on their own drafts¶

Claim · All claims
Evidence · 1 study · causal r? · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? FAS-supported students neither detected more missing information nor generated more suggestions for improving their own drafts than students without FAS support. → 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 · r?

Null finding from the quasi-experimental comparison of FAS-supported vs. unsupported students generating internal feedback on their own drafts; no statistically detected advantage on these two qualitative feedback characteristics.

"On the other hand, they neither detected more missing information nor generated more suggestions on how to improve their own drafts than students without FAS support."

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
• A formative assessment script increases the quantity and quality of peer feedback vocational students generate on a peer's draft — related
• FAS support partially improves internal feedback: more comments on and fewer ignored erroneous elements in students' own drafts — related
• Generating peer feedback prior to internal feedback does not improve the quality of assessors' subsequent internal feedback — related