Giving feedback that identifies problems in peers' work is a significant predictor of assessors' own project performance¶
Claim · All claims
Evidence · 1 study · associationalr2·q2
Currency · newest study 2012 · checked against its sources 2026-10-19 (automated, 1 of 1 entry) · 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.
q2 i? Among high school students doing online peer assessment, the number of problem-identifying comments given to peers significantly predicted the assessors' final project scores (t = 2.16, p < .05). → Jingyan Lu 2012
Evidence¶
Jingyan Lu 2012¶
Jingyan Lu, Nancy Law. (2012). Online peer assessment: effects of cognitive and affective feedback. Instructional Science 40:257–275. https://doi.org/10.1007/s11251-011-9177-2
q2 · i? · associational · r2
Hierarchical multiple regression on data from 181 students, controlling for prior Humanities and Computer Literacy scores and grading, found giving feedback on identifying problems to peers was significant (t = 2.16, p< .05). The study reports this as one of "three variables with significant contributions to the model".
"Controlling for students’ prior Humanities scores, Computer Literacy scores, and number of grading, we identified three variables with significant contributions to the model: Giving suggestions to peers (t = 2.17, p< .05), giving feedback on identifying problems to peers (t = 2.16, p< .05)"
Discussion¶
Related Claims¶
- Receiving positive affective feedback from peers is a significant predictor of assessees' project performance — related
- Giving suggestions to peers is a significant predictor of assessors' own project performance — related
- In two secondary-school writing studies, peer reviewers' own performance predicted how helpful their feedback was but not how accurately it identified problems — related
- The quality of feedback students give peers predicts gains in their own work, but no recorded study isolates a causal benefit of the assessor role — a broader claim this one bears on
- Giving students feedback about their grading bias increased their subsequent grading accuracy — related
- Peer grading behaviors do not significantly predict project performance for assessors or assessees — related
- Cognitive feedback benefits assessors rather than assessees, and weak students do not benefit from receiving more feedback — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
giving-problem-identification-feedback-predicts-assessor-performance |
title |
Giving feedback that identifies problems in peers' work is a significant predictor of assessors' own project performance |
description |
Giving feedback that identifies problems in peers' work is a significant predictor of assessors' own project performance |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2012 |
source_checked |
2026-10-19 |
generated |
by process:wiki-ingest on 2026-10-18 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — jingyan-lu-2012 |
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