Two-dimensional framework for classifying instructional support in peer-feedback¶
Research Method · All research methods
Evidence · 2 claims (2 for) · 1 study (1 quant-synthesis),q4· 1 of 1 report an effect size · 2 claims rest on one study
Description¶
The article proposes two orthogonal ways to differentiate instructional support in peer-feedback scenarios. The first distinguishes support by the phase in which it is presented — feedback provision vs. feedback reception — within the five-phase peer-feedback process (design, task performance, provision, reception, evaluation). The second distinguishes support by specificity: content-specific support focuses on "the application of specific knowledge in a selected subject area", whereas generic support assists students independently of content, e.g. prompting feed up, feed back, and feed forward. The meta-analysis applies both categorizations to estimate differential effects.
Accounts¶
- Two-dimensional framework for classifying instructional support in peer-feedback: phase (provision vs. reception) and specificity (content-specific vs. generic): The article proposes two orthogonal ways to differentiate instructional support in peer-feedback scenarios. The first distinguishes support by the phase in which it is presented — feedback provision vs. feedback reception — within the five-phase peer-feedback process (design, task performance, provision, reception, evaluation). The second distinguishes support by specificity: content-specific support focuses on "the application of specific knowledge in a selected subject area", whereas generic support assists students independently of content, e.g. prompting feed up, feed back, and feed forward. The meta-analysis applies both categorizations to estimate differential effects. (Hornstein et al. (2025))
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 [+M]
- Feedback provision support has a positive medium-sized effect (g = 0.51) whereas feedback reception support shows no significant effect [+M]
Related Research Methods¶
Key Sources¶
- 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
Page metadata
| Field | Value |
|---|---|
type |
research-method |
id |
two-dimensional-framework-for-classifying-instructional-support-in-peer-feedback |
title |
Two-dimensional framework for classifying instructional support in peer-feedback |
description |
The article proposes two orthogonal ways to differentiate instructional support in peer-feedback scenarios. |
status |
review |
generated |
by process:settle-candidates on 2026-10-19 |
trust |
unverified — no one has confirmed this page's content |
Frontmatter is the page's machine-readable record — see the Schema & Guide.