Feedback direction moderates effects: student-to-student feedback is most effective (d = 0.85), teacher-to-student d = 0.47, student-to-teacher d = 0.35¶
Claim · All claims
Evidence · 1 study · quant-synthesisr2·q3
Currency · newest study 2020 · not yet checked against its sources · 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.
q3 i? Feedback direction is a significant moderator, with student-to-student feedback showing the highest average effect, though based on only eight studies. → Wisniewski B 2020
Evidence¶
Wisniewski B 2020¶
Wisniewski B, Zierer K and Hattie J (2020) The Power of Feedback Revisited: A Meta-Analysis of Educational Feedback Research. Front. Psychol. 10:3087. https://doi.org/10.3389/fpsyg.2019.03087
q3 · i? · quant-synthesis · r2
Mixed-effects moderator analysis by feedback direction (Table 3). Student-to-student feedback (k = 16) averages d = 0.85 [0.59–1.11], teacher-to-student (k = 812) d = 0.47, student-to-teacher (k = 27) d = 0.35.
"Teacher > student 812 0.47 [0.43 – 0.51] 4510.40 82.0% Student > teacher 27 0.35 [0.13 – 0.56] 52.92 50.9% Student > student 16 0.85 [0.59 – 1.11] 132.28 88.7%"
Discussion¶
Related Claims¶
- 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
- Automated formative assessment and feedback with AI agents ranks second-highest in impact with moderate perceived challenge — related
- Guidance, immediate feedback, and system-directed control showed unadjusted moderator signals that did not survive multiplicity adjustment, making them hypothesis-generating only — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
feedback-direction-moderator-student-student-highest |
title |
Feedback direction moderates effects: student-to-student feedback is most effective (d = 0.85), teacher-to-student d = 0.47, student-to-teacher d = 0.35 |
description |
Feedback direction moderates effects: student-to-student feedback is most effective (d = 0.85), teacher-to-student d = 0.47, student-to-teacher d = 0.35 |
status |
review |
evidence_strength |
weak |
newest_evidence |
2020 |
generated |
by process:wiki-ingest on 2026-10-13 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — wisniewski-b-2020 |
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