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¶
Claim · All claims
Evidence · 1 study (3 entries) · quant-synthesisr2·q4·i2medium
Currency · newest study 2025 · checked against its sources 2026-10-20 (automated, 3 of 3 entries) · 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.
q4 i2 Feedback provision support has a medium-sized positive effect on the quality of feedback provision (g = 0.72). → Hornstein 2025
q4 i2 Feedback provision support has a medium-sized positive effect on the quality of feedback reception (g = 0.69). → Hornstein 2025 (2)
q4 i? Feedback provision support shows no significant effect on subject-matter-related knowledge (g = 0.43, p = 0.06). → Hornstein 2025 (3)
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 · r2
Meta-analysis of 18 studies (k = 92 effect sizes) for feedback provision support on quality of feedback provision: g = 0.72, 95% CI [0.32, 1.12], p < 0.01 (Table 4).
"Regarding RQ4, our analyses revealed small to medium-sized positive effects of feedback provision support on the quality of feedback provision and on the quality of feedback reception. For subject-matter-related knowledge, we did not find a significant effect of feedback provision support"
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 16 studies (k = 32 effect sizes) for feedback provision support on quality of feedback reception: g = 0.69, 95% CI [0.12, 1.25], p < 0.05 (Table 4).
"Regarding RQ4, our analyses revealed small to medium-sized positive effects of feedback provision support on the quality of feedback provision and on the quality of feedback reception. For subject-matter-related knowledge, we did not find a significant effect of feedback provision support"
Hornstein 2025 (3)¶
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 · i? · quant-synthesis · r?
Meta-analysis of 15 studies (k = 54 effect sizes) for feedback provision support on subject-matter-related knowledge: g = 0.43, 95% CI [-0.03, 0.88], p = 0.06 — not significant (Table 4).
"Regarding RQ4, our analyses revealed small to medium-sized positive effects of feedback provision support on the quality of feedback provision and on the quality of feedback reception. For subject-matter-related knowledge, we did not find a significant effect of feedback provision support"
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 — a narrower finding that bears on this claim
- 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) — a narrower finding that bears on this claim
- Feedback provision support has a positive medium-sized effect (g = 0.51) whereas feedback reception support shows no significant effect — related
- Instructional support improves quality of feedback provision (g = 0.64) and quality of feedback reception (g = 0.49) but not subject-matter-related knowledge — related
- 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
- Neither scaffold significantly improves pre-service teachers' EIR application skills — related
- Benefits of learning with more than two external representations primarily depend on the provision of appropriate instructional support. — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
provision-support-improves-both-process-qualities |
title |
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 |
description |
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 |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2025 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-10-19 |
trust |
unverified — no one has confirmed this page's content |
sources |
3 — hornstein-2025, hornstein-2025-2, hornstein-2025-3 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.