Examining the role of feedback messages in undergraduate students' writing performance during an online peer assessment activity
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Among studies without a reference group, three studies that included both qualitative peer comments and quantitative peer grading or ranking had a composite effect size of 1.39 (95% CI 0.29 to 2.48).
“Among the studies without a reference group, three studies included both qualitative peer comments as well as quantitative peer grading or ranking (Cheng, Liang, and Tsai 2015; Sampson and Walker 2012; Cho and Cho 2011). Their respective effect sizes ranged between small (0.35 [-0.05, 0.76]) and large (1.71 [0.95, 2.47] and 2.14 [1.67, 2.62]), which weighted into a composite effect size of 1.39 [0”
From The impact of formative peer feedback on higher education students' academic writing: a Meta-Analysis (2019) · cites this paper as Cheng, Liang, and Tsai 2015
In the other five studies adopting a one-group pretest-posttest design where students engaged with multiple peers, the weighted composite effect size was 1.00 (95% CI 0.28 to 1.72).
“In the other five studies adopting a one-group pretest-posttest design (Noroozi, Biemans and Mulder 2016; Cheng, Liang and Tsai 2015; Crossman and Kite 2012; Sampson and Walker 2012; Cho and Cho 2011), students engaged with multiple peers during peer feedback. The respective effect sizes for these five studies ranged from small to large (0.34 [0.16, 0.53], 0.35 [-0.05, 0.76], 0.64 [0.56, 0.72], 1.”
From The impact of formative peer feedback on higher education students' academic writing: a Meta-Analysis (2019) · cites this paper as Cheng, Liang and Tsai 2015
The weighting of peer grades in the three studies in the moderator analyses that included both comments and grades either varied or was unclear.
“For the three studies in the moderator analyses that included both comments and grades (Cho and Cho 2011; Sampson and Walker 2012; Cheng, Liang and Tsai 2015), the weighting of peer grades unfortunately either varied or was unclear.”
From The impact of formative peer feedback on higher education students' academic writing: a Meta-Analysis (2019) · cites this paper as Cheng, Liang and Tsai 2015
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Kural, A. I., & Özyurt, B. E. (2020) · Journal of College Student Retention Research Theory & Practice · doi:10.1177/1521025120962017 · Cited by 9 · see citing works
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- Authors
- Cheng, K.-H., Liang, J.-C., & Tsai, C.-C.
- Affiliations
- National Yang Ming Chiao Tung University (TW)
- National Taiwan University of Science and Technology (TW)
- Corresponding author
- Cheng, Kun-Hung
- Liang, Jyh-Chong
- Venue
- The Internet and Higher Education
- Publisher
- Elsevier BV
- Published
- 2015-04
- Volume
- 25
- Pages
- 78-84
- ISSN
- 1096-7516 (ISSN-L)
- OpenAlex
- W1972592093
- Cited by
- 174
- References
- 34
- Citations by year
- 2026: 9 · 2025: 18 · 2024: 20 · 2023: 19 · 2022: 22 · 2021: 22 · 2020: 19 · 2019: 11 · 2018: 12 · 2017: 12 · 2016: 6 · 2015: 4
- FWCI
- 56.70
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- The Internet and Higher Education (publishedVersion)
- Funders
- National Science Council and Ministry of Science and Technology Taiwan (103-2511-S-011-004-MY2,, 101-2628-S-011-001-MY3, 101-2511-S-011-003-MY3)
- Topics
- Social Sciences › Education › Student Assessment and Feedback
- Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
- Physical Sciences › Computer Science › Information Systems › English Language Learning and Teaching
- Keywords
- online peer assessment, feedback messages, writing performance, cognitive feedback, emotional feedback, metacognitive feedback, peer review, undergraduate students, writing instruction
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
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