Structuring peer assessment: Comparing the impact of the degree of structure on peer feedback content
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Peer feedback on wikis facilitates the improvement of writing essays and peer feedback content quality.
“Peer feedback on wikis, for example, was shown to facilitate the improvement of writing essays and peer feedback content quality (Al Abri etal., 2021; Gielen & De Wever, 2015; Xiao & Lucking, 2008).”
From Online peer feedback in higher education: A synthesis of the literature (2024) · cites this paper as Gielen & De Wever, 2015
The Abstract reports that varying the structure of peer-feedback templates in a wiki environment affected feedback content. The Participants and procedure section describes students revising scientific-article abstracts after receiving feedback, but the study does not show that peer feedback improved essay writing; abstracts, not essays, were the writing task. No page numbers are available in our copy. (LLM, conf=0.86)
Experimental — accuracy not yet measuredThe selected studies identified comprehension outcomes such as conceptual understanding, elaboration, and ability to justify.
“The selected studies on online peer feedback have identified comprehension outcomes such as conceptual understanding, elaboration (Gielen & De Wever, 2015), and ability to justify (Zhan, 2020).”
From Online peer feedback in higher education: A synthesis of the literature (2024) · cites this paper as Gielen & De Wever, 2015
The Results (§3.5; page not provided) measure elaborations in students’ peer-feedback messages, supporting the citation’s association with elaboration. The paper treats elaboration as a feature of feedback content, not as a measured comprehension outcome. (LLM, conf=0.84)
Experimental — accuracy not yet measuredPeer feedback activities in asynchronous discussion environments promote students' conceptual understanding.
“Peer feedback activities in asynchronous discussion environments were found to promote students' conceptual understanding, while structured peer assessment was shown to improve the quality and focus of peer feedback elaborations (Gielen”
From Online peer feedback in higher education: A synthesis of the literature (2024) · cites this paper as Gielen & De Wever, 2015
The Introduction (§1) describes peer feedback as a technique for enhancing students’ learning. It does not establish the more specific claim that peer feedback in asynchronous discussion environments promotes conceptual understanding; the study instead examines how structured templates affect feedback content. (LLM, conf=0.78)
Experimental — accuracy not yet measuredStructured peer assessment improves the quality and focus of peer feedback elaborations.
“Peer feedback activities in asynchronous discussion environments were found to promote students' conceptual understanding, while structured peer assessment was shown to improve the quality and focus of peer feedback elaborations (Gielen”
From Online peer feedback in higher education: A synthesis of the literature (2024) · cites this paper as Gielen & De Wever, 2015
In the discussion (section 3.5; page not provided), basic structure increased the proportion of elaborations, while elaborate structure increased the proportion focused on particular criteria. The paper treats these as potentially beneficial for feedback quality, but it does not find that more structure consistently produces higher-quality elaborations; the proportion of suggestive elaborations did not differ significantly across conditions. (LLM, conf=0.86)
Experimental — accuracy not yet measuredPeer assessment becomes significantly more effective when peer feedback is scripted.
“Gielen and De Wever (2015) contend that peer assessment becomes significantly more effective when peer feedback is scripted.”
From The Exam Autopsy: An Integrated Post-Exam Assessment Model (2019) · cites this paper as Gielen and De Wever (2015)
The discussion (§3.5; page unavailable) calls a structured peer-feedback template a successful intervention and reports some significant differences in feedback content. But it also says that more elaborate scripting does not necessarily produce higher-quality feedback. The claim overstates these qualified findings as a general, significant improvement in peer-assessment effectiveness. (LLM, conf=0.87)
Experimental — accuracy not yet measured
In Gielen and De Wever's study, 168 first-year undergraduate students completed a wiki assignment in three cycles of three weeks each.
“They collected data from 168 first-year undergraduate students who completed a wiki assignment in three cycles of three weeks each.”
From The Exam Autopsy: An Integrated Post-Exam Assessment Model (2019) · cites this paper as Gielen & De Wever, 2015
Practice is an important component in peer assessment implementations, as confirmed by this study and earlier findings.
“This study also confirms earlier findings that practice is an important component in peer assessment implementations (Gielen and De Wever 2015; Liu and Carless 2006).”
From Anonymity as an instructional scaffold in peer assessment: its effects on peer feedback quality and evolution in students’ perceptions about peer assessment skills (2018) · cites this paper as Gielen and De Wever 2015
Section 1.1 says students need skills to give high-quality peer feedback, and Section 2.1 describes three feedback cycles. Neither passage says that opportunities to practise are an important component of implementing peer assessment or that this study confirmed their importance. Searches for practice rounds and training did not locate such a finding; the paper’s use of “practice” generally refers to peer assessment as an educational activity. (LLM, conf=0.72)
Experimental — accuracy not yet measured
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- Authors
- Gielen, M., & De Wever, B.
- Affiliations
- Ghent University (BE)
- Corresponding author
- Gielen, Mario
- ORCID
- De Wever, Bram
- Venue
- Computers in Human Behavior
- Publisher
- Elsevier BV
- Published
- 2015-11
- Volume
- 52
- Pages
- 315-325
- ISSN
- 0747-5632 (ISSN-L)
- OpenAlex
- W564614949
- Semantic Scholar
- 2b3df5d809754895451651688f22d4faf40099f0
- Cited by
- 122
- References
- 80
- Citations by year
- 2026: 8 · 2025: 16 · 2024: 10 · 2023: 21 · 2022: 11 · 2021: 12 · 2020: 14 · 2019: 13 · 2018: 8 · 2017: 6 · 2016: 2
- FWCI
- 24.53
- Type
- journal article
- Language
- en
- Open access
- green
- hdl.handle.net
- Licence
- Locations
- Computers in Human Behavior (publishedVersion)
- Ghent University Academic Bibliography (Ghent University) (submittedVersion, other-oa)
- Funders
- Ghent University (BOF11/STA/026)
- Topics
- Social Sciences › Education › Student Assessment and Feedback
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Social Sciences › Education › Evaluation of Teaching Practices
- Keywords
- peer assessment, peer feedback, wiki-based learning, higher education, elaboration, verification
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