A feedback provision scaffold of prompts plus a sample solution significantly improves the quality of feedback messages pre-service teachers provide on peers' case analyses¶

Claim · All claims
Evidence · 1 study · causal r3 · q3
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Pre-service teachers who received a feedback provision scaffold formulated higher-quality feedback messages than those without it. → Julia Hornstein 2025

Evidence¶

Julia Hornstein 2025¶

Julia Hornstein, Martin Greisel, Ingo Kollar. (2025). Promoting Pre-Service Teachers' Evidence-Informed Reasoning Through Peer-Feedback: Effects of a Feedback Provision Scaffold and a Feedback Integration Scaffold. Instructional Science. https://doi.org/10.1007/s11251-025-09745-4

q3 · i? · causal · r3

Linear mixed model in the randomized 2×2 experiment (N = 254) predicting feedback quality provided, with own and peers' initial case analysis quality as covariates; the article reports a "statistically significant and positive" scaffold effect, with descriptively higher means with the scaffold (M = 0.44) than without (M = 0.24).

"The effect of the feedback provision scaffold was statistically significant and positive. Thus, Hypothesis 1 was confirmed."

Discussion¶

Related Claims¶

• Instructional support improves quality of feedback provision (g = 0.64) and quality of feedback reception (g = 0.49) but not subject-matter-related knowledge — a broader claim this one bears on
• Neither scaffold significantly improves pre-service teachers' EIR application skills — related
• During feedback provision, content-specific support improves feedback provision quality (g = 0.75) but not knowledge, while generic support improves both provision quality (g = 0.70) and subject-matter-related knowledge (g = 0.55) — a broader claim this one bears on
• Feedback provision support improves quality of feedback provision (g = 0.72) and quality of feedback reception (g = 0.69) but not subject-matter-related knowledge — a broader claim this one bears on
• Pre-service teachers who received NLP-based adaptive feedback were better able to justify their diagnoses than those who received static feedback (reported from Sailer et al.) — related
• Neither content-specific nor generic support during feedback reception shows significant effects on feedback reception quality or subject-matter-related knowledge, but the evidence base is too small to interpret — related
• Feedback quality provided correlates positively with both EIR recognition and EIR application skills — related
• Dissociation between scaffolding quality and retrospective reasoning: experienced teachers scaffold better but reason less advanced about student thinking — related
• Adaptive feedback outperforms generic feedback for pre-service teachers' noticing in a virtual classroom — related