Use a formative assessment script to structure students' generation of peer and internal feedback on performance products¶

Strategy · All strategies
Evidence · 4 claims (2 for, 2 against) · 1 study (1 causal), q2 · 0 of 1 report an effect size · 4 claims rest on one study

Description¶

This strategy implements the study's manipulation: support students' feedback generation with a formative assessment script rather than leaving it unstructured. The study examined "effects of the FAS ... with respect to quantitative and qualitative characteristics of the peer and internal feedback generated by the students," finding benefits especially for peer feedback. Teachers can deploy the script when students assess a peer's erroneous draft and their own draft in vocational planning tasks.

Design Implications¶

Context¶

Requirements¶

• A task producing evaluable drafts (e.g., a technical planning task with drawing and working plan).
• A script version matched to the feedback target (peer vs. own performance).

Constraints¶

• Script support did not raise detection of missing information or improvement suggestions in students' own drafts, and prior peer feedback did not transfer to better internal feedback.

Target Learners¶

• vocational students

Target Learning Goals¶

• formative peer feedback skills
• self-assessment and internal feedback generation

Claims¶

• A formative assessment script increases the quantity and quality of peer feedback vocational students generate on a peer's draft [+W]
• FAS support does not increase detection of missing information or improvement suggestions in students' internal feedback on their own drafts [-W]
• FAS support partially improves internal feedback: more comments on and fewer ignored erroneous elements in students' own drafts [+W]
• Generating peer feedback prior to internal feedback does not improve the quality of assessors' subsequent internal feedback [-W]

Related Strategies¶

• Rubric Based Feedback

Examples¶

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Key Sources¶

• 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