The DOI matches its Crossref record; 66 of the 67 references it cites were found in a registry or an index.
The nature of feedback: how different types of peer feedback affect writing performance
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“This is consistent with the research of Nelson and Schunn (2009); Henderson et al. (2019), who found that feedback quality is strongly associated with specificity.”
From Impact of AI assistance on student agency (2024) · cites this paper as Nelson and Schunn (2009)
In the citing paper
“That students used the improvement category kindness to a lesser extent than the improvement suggestions specificity, justification, and constructivity, resonates well with studies that have found that the affective features of feedback has less impact on student improvement than cognitive features (Hattie & Timperley, 2007;Nelson & Schunn, 2009).”
From Using learning analytics to understand student perceptions of peer feedback (2021) · cites this paper as Nelson & Schunn, 2009
In the citing paper
“That student's sensemaking of the feedback correlates with their experience of its usefulness is known from previous studies and relates to the problem of the feedback gap (Jonsson, 2013;Nelson & Schunn, 2009).”
From Using learning analytics to understand student perceptions of peer feedback (2021) · cites this paper as Nelson & Schunn, 2009
In the citing paper
“in a study of peer feedback using 1,073 feedback segments from an online peer review system (SWoRD), Nelson and Schunn (2009) found that student's comprehension of the feedback was the only significant mediator for student implementation.”
From Using learning analytics to understand student perceptions of peer feedback (2021) · cites this paper as Nelson and Schunn (2009)
In the citing paper
“In particular, they found that students were more likely to understand the feedback if it offered concrete solutions, a location of the problem(s), or if the feedback included a summary.”
From Using learning analytics to understand student perceptions of peer feedback (2021) · cites this paper as Nelson and Schunn (2009)
Citations
Cites
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“are most important, such as goals (Kluger & DeNisi, 1996; Hattie & Timperley, 2007 ) and”
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“For example, feedback without explanations can improve performance, but not learning (Chi et al. 1989) and the use of examples can influence whether feedback affects learning or performance or both (Gick and Holyoak 1980; 1983).”
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Metadata
- Authors
- Nelson, M. M., & Schunn, C. D.
- Affiliations
- University of Pittsburgh (US)
- Corresponding author
- Nelson, Melissa M.
- ORCID
- Schunn, Christian D.
- Venue
- Instructional Science
- Published
- 2008-04-04
- Volume
- 37
- Issue
- 4
- Pages
- 375-401
- ISSN
- 0020-4277 (ISSN-L)
- 1573-1952
- OpenAlex
- W2075371609
- Cited by
- 602
- References
- 67
- Citations by year
- 2026: 40 · 2025: 48 · 2024: 53 · 2023: 54 · 2022: 42 · 2021: 50 · 2020: 36 · 2019: 37 · 2018: 40 · 2017: 26 · 2016: 32 · 2015: 31 · 2014: 27 · 2013: 32 · 2012: 22
- FWCI
- 46.39
- Type
- journal article
- Language
- en
- Open access
- closed
- Licence
- www.springer.com/tdm (tdm)
- Locations
- Instructional Science (publishedVersion)
- D-Scholarship@Pitt (University of Pittsburgh) (acceptedVersion)
- Topics
- Social Sciences › Education › Student Assessment and Feedback
- Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Keywords
- peer feedback, writing performance, feedback implementation, problem understanding, peer review, swords
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