During feedback provision, most students compared the text with internal manifestations of quality criteria, which supported error identification and evaluation¶

Claim · All claims
Evidence · 1 study · qualitative r2 · q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Eight of twelve students repeatedly used their knowledge of what an argumentative text should look like when identifying and evaluating errors and encoding feedback remarks. → Jochem E. J. Aben 2024

Evidence¶

Jochem E. J. Aben 2024¶

Jochem E. J. Aben, Mayra Mascareño Lara, Anneke C. Timmermans, Filitsa Dingyloudi, Jan-Willem Strijbos. (2024). The impact of interpersonal perceptions on the process of dealing with errors while providing and processing peer-feedback on writing. Instructional Science. https://doi.org/10.1007/s11251-024-09660-0

q2 · i? · qualitative · r2

Qualitative thematic analysis of think-aloud recordings during feedback provision. Eight of the twelve students (Mary, James, John, Michael, David, Thomas, Daniel, Anthony) repeatedly used quality-criteria knowledge; the article states "the comparison with criteria contributed to the identification of errors" by offering a ground for evaluation.

"During the provision of feedback, students compared the text with internal manifestations of text quality criteria."

Discussion¶

Related Claims¶

• During peer-feedback provision, students deal with errors in one of two patterns: quick discovery (identification simultaneous with decoding, often without evaluation) or elaborate discovery (identification resulting from an interpreting/evaluating phase) — related
• Students focused more on errors than on pluses both when providing and when processing peer-feedback — 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) — related
• During peer-feedback processing, students deal with errors in one of two patterns: immediately knowing whether they agree with feedback, or first having to study the feedback more thoroughly — related