Generating peer feedback prior to internal feedback does not improve the quality of assessors' subsequent internal feedback¶

Claim · All claims
Evidence · 1 study · causal r? · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Generating peer feedback before generating internal feedback had no effect on the quality of the subsequent internal feedback. → Peters 2018

Evidence¶

Peters 2018¶

Peters, O., Körndle, H. & Narciss, S. (2018). Effects of a formative assessment script on how vocational students generate formative feedback to a peer's or their own performance. Eur J Psychol Educ, 33, 117–143. https://doi.org/10.1007/s10212-017-0344-y

q2 · i? · causal · r?

In the two-factorial design, one factor compared students who generated peer feedback on a fictitious erroneous draft before internal feedback with students who generated internal feedback only; the sequence factor showed no effect, which the authors describe as unexpected.

"Unexpectedly, generating peer feedback prior to generating internal feedback had no effects on the quality of assessors' subsequent internal feedback."

Discussion¶

Related Claims¶

• A formative assessment script increases the quantity and quality of peer feedback vocational students generate on a peer's draft — 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
• FAS support does not increase detection of missing information or improvement suggestions in students' internal feedback on their own drafts — related