Process-based and product-based feedback produce larger performance gains than no feedback, with rubric-based feedback only marginal¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Students receiving process-based or product-based feedback improved significantly more than the control group; rubric-based feedback gains only approached significance. → Panadero 2025

Evidence¶

Panadero 2025¶

Panadero, E., Delgado, P., Zamorano, D., Pinedo, L., Fernández-Ortube, A., & Barrenetxea-Mínguez, L. (2025). Putting excellence first: How rubric performance level order and feedback type influence students' reading patterns and task performance. Learning and Instruction. https://doi.org/10.1016/j.learninstruc.2025.102168

q3 · i? · causal · r2

GLM on a score-change index (written analysis 2 minus written analysis 1) across the four feedback conditions of the RCT. "Students who received process-based or product-based feedback improved significantly more than those in the control group"; no interaction with rubric PL order was observed.

"Students who received process-based or product-based feedback improved significantly more than those in the control group (t = 3.51, p < .001; and t = 2.51, p = .01, respectively). The rubric-based feedback group also showed gains, but the difference only approached significance compared to the no-feedback group (t = 1.98, p = .05)."

Discussion¶

Related Claims¶

• Peer assessment improves academic performance by a small average amount relative to no assessment or to teacher assessment — a broader claim this one bears on
• 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 — related
• Peer Feedback Improves Writing — related