FAS support partially improves internal feedback: more comments on and fewer ignored erroneous elements in students' 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 generated more comments and ignored fewer erroneous elements in their own drafts. → 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?

In the same quasi-experimental study, students giving internal feedback to their own drafts with FAS support produced more comments and ignored fewer erroneous elements than unsupported students, per the article's summary of results.

"On the one hand, FAS-supported students generated more comments and ignored fewer erroneous elements in their own drafts."

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 does not increase detection of missing information or improvement suggestions in students' internal feedback on their own drafts — related