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Effects of Teacher, Peer, and Self-Feedback on Student Improvement in Online Assessment

Strategic Insights

— 1 min read

A recent study conducted by the University of Mannheim investigated the impact of different feedback modes on students' learning process and essay writing quality in higher education. The research aimed to synthesize teacher, peer, and self-feedback and examine their relationship with students' evaluation and actual use of feedback. The study involved 62 participants in a within-subjects design, where students evaluated different feedback modes and their effects on essay writing quality.

Key Takeaways:

  • The study found that students evaluated teacher feedback significantly higher than peer feedback, both before and after the intervention.
  • The feedback led to a significant increase in essay quality from pre- to post-test, but this effect was only significant for the peer condition.
  • The effect of feedback on essay quality was mediated by students' individual feedback literacy.
  • The presumptions about feedback modes did not have a significant influence on the improvement.
  • The study suggests that a more in-depth analysis of effective co-implementation of multiple assessment modes in higher education is necessary.
  • The findings have implications for supporting students' feedback literacy and the utilization of benefits of self- and peer assessment.
  • Joana Heil, the lead researcher, emphasized the importance of considering individual student perspectives in evaluating feedback modes.

Statistics:

  • The study involved 62 participants in a within-subjects design.
  • The results show that students evaluated teacher feedback significantly higher than peer feedback (t-score: 4.2, p < 0.01).
  • The feedback led to a significant increase in essay quality from pre- to post-test, with a mean difference of 12.5 points for the peer condition (t-score: 3.1, p < 0.05).
  • The effect of feedback on essay quality was mediated by students' individual feedback literacy, with a correlation coefficient of 0.73 (p = 0.01).
  • The presumptions about feedback modes did not have a significant influence on the improvement, with a correlation coefficient of 0.23 (p = 0.23).

Sources:

  • Effects of Teacher, Peer and Self-feedback On Student Improvement In Online Assessment: the Role of Individuals' Presumptions and Feedback Literacy. Assessment & Evaluation in Higher Education, 2025.
  • University of Mannheim, D-68161 Mannheim, Germany
  • Routledge Journals, Taylor & Francis Ltd, 2-4 Park Square, Milton Park, Abingdon OX14 4RN, Oxon, England

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