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)¶

Claim · All claims
Evidence · 1 study (2 entries) · quant-synthesis r? · q4 · i2 medium
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q4 i2 Content-specific support during feedback provision has a positive medium-sized effect on the quality of feedback provision (g = 0.75) but no significant effect on subject-matter-related knowledge (g = 0.34, p = 0.14). → Hornstein 2025 q4 i2 Generic support during feedback provision has positive medium-sized effects on the quality of feedback provision (g = 0.70) and on subject-matter-related knowledge (g = 0.55). → Hornstein 2025 (2)

Evidence¶

Hornstein 2025¶

Hornstein, J., Keller, M. V., Greisel, M., Dresel, M., & Kollar, I. (2025). Enhancing the Peer-Feedback Process Through Instructional Support: A Meta-Analysis. Educational Psychology Review. https://doi.org/10.1007/s10648-025-10017-3

q4 · i2 · quant-synthesis · r?

Meta-analysis of 13 studies (k = 47 effect sizes) for content-specific provision support on quality of feedback provision: g = 0.75, 95% CI [0.11, 1.38], p < 0.05; on knowledge g = 0.34, p = 0.14 (Table 4).

"we found a positive medium-sized effect of content-specific support during feedback provision on the quality of feedback provision but no significant effect on the quality of feedback reception, nor on subject-matter-related knowledge"

Hornstein 2025 (2)¶

Hornstein, J., Keller, M. V., Greisel, M., Dresel, M., & Kollar, I. (2025). Enhancing the Peer-Feedback Process Through Instructional Support: A Meta-Analysis. Educational Psychology Review. https://doi.org/10.1007/s10648-025-10017-3

q4 · i2 · quant-synthesis · r?

Meta-analysis of 8 studies (k = 45 effect sizes) for generic provision support on quality of feedback provision: g = 0.70, 95% CI [0.15, 1.25], p < 0.05; on knowledge 7 studies, k = 20: g = 0.55, 95% CI [0.13, 0.98], p < 0.05 (Table 4).

"For generic support during feedback provision, we found positive medium-sized effects on the quality of feedback provision and on subject-mat-ter-related knowledge but no significant effect on the quality of feedback reception"

Discussion¶

Related Claims¶

• During feedback provision, both content-specific support (g = 0.48) and generic support (g = 0.55) positively affect peer-feedback processes and outcomes, with no significant difference between them — related
• 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
• 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
• Feedback provision support has a positive medium-sized effect (g = 0.51) whereas feedback reception support shows no significant effect — a broader claim this one bears on
• 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
• 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 — a narrower finding that bears on this claim
• During feedback provision, most students compared the text with internal manifestations of quality criteria, which supported error identification and evaluation — related
• Neither scaffold significantly improves pre-service teachers' EIR application skills — related