The alignment of written peer feedback with draft problems and its impact on revision in peer assessment
Abstract
Despite the wide use of peer assessment, questions about the helpfulness of peer feedback are frequently raised. In particular, it is unknown whether, how and to what extent peer feedback can help solve problems in initial texts in complex writing tasks. We investigated this research gap by focusing on the case of writing literature reviews in an academic writing course. The dataset includes two drafts from 21 students, sampled to represent a wide range of document qualities, and 84 anonymous peer reviews, involving 1,289 idea units. Our study revealed that: (1) at both substance and high prose levels, drafts of all quality levels demonstrated more common problems on advanced writing issues (e.g. counter-argument); (2) peer feedback was driven by difficulty of the problem rather than overall draft quality, peer comments were not well aligned with the relative frequency of problems, more comments were given to less difficult problems; (3) peer feedback had a moderate impact on revision, and importantly, receiving multiple comments on the same issue led to more repairs and improvement of draft quality, but consistent with the comments received, authors tended to fix basic problems more often. Implications for practice and research are drawn from these findings.
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Students often grapple not just with superficial aspects like vocabulary and grammar but also with advanced facets of academic writing, including research methodology and significance of research.
“Students often grapple not just with superficial aspects like vocabulary and grammar but also with advanced facets of academic writing (Gao et al., 2019), including research methodology and the significance of research (Man et al., 2018).”
From Incorporating peer feedback in academic writing: a systematic review of benefits and challenges (2024) · cites this paper as Gao et al., 2019
Studies have revealed a tendency among students to selectively incorporate feedback, prioritizing simpler suggestions over more complex ones when revising academic writing.
“Studies have revealed a tendency among students to selectively incorporate feedback, giving priority to simpler suggestions over more complex ones when revising their academic writing (Shulgina et al., 2024a; Gao et al., 2019; Zhang et al., 2020).”
From Incorporating peer feedback in academic writing: a systematic review of benefits and challenges (2024) · cites this paper as Gao et al., 2019
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Chen, H., Zhang, Y., Wang, J., Yang, J., & Pi, Z. (2025) · SSRN Electronic Journal · doi:10.2139/ssrn.5573626
Shulgina, G., Адамович, К., Zhang, H., Fanguy, M., Baldwin, M., & Costley, J. (2025) · Active Learning in Higher Education · doi:10.1177/14697874251389104
Peer Feedforward for Enhancing Preservice EFL Teachers’ Academic Writing
Gómez-Álvarez, L., & Cabrera, A. F. (2026) · PROFILE Issues in Teachers Professional Development · doi:10.15446/profile.v28n1.119715 · Cited by 2 · see citing works
Santiana, S., Jayuna, D. P., Ruslan, R., & Syakira, S. (2026) · AIP conference proceedings · doi:10.1063/5.0317859
The influence of online peer review on EFL learners’ cohesion and coherence in narrative writing
Li, J., Guan, Y., Pack, A., Jia, W., Xia, W., & Wang, B. (2026) · Journal of China Computer-Assisted Language Learning · doi:10.1515/jccall-2025-0028
Tong, Y., Schunn, C. D., Zhang, Y., & Zhang, X. (2026) · International Journal of Computer-Supported Collaborative Learning · doi:10.1007/s11412-026-09487-6
Self-citationXu, Z., & Zhang, L. J. (2026) · Second language learning and teaching · doi:10.1007/978-3-032-26254-7_2
What have researchers examined? Capturing the conceptual diversity of peer feedback quality measures
Zhang, Y., & Schunn, C. D. (2026) · Studies In Educational Evaluation · doi:10.1016/j.stueduc.2026.101642
Self-citationYüksel, İ., & Uysal, B. Ç. B. (2026) · Reading and Writing · doi:10.1007/s11145-026-10913-2
- Authors
- Gao, Y., Schunn, C. D. D., & Yu, Q.
- Affiliations
- University of Pittsburgh (US)
- School of Foreign Languages, Northeast Normal University, Changchun, China;
- Corresponding author
- Schunn, Christian Dieter D.
- Venue
- Assessment & Evaluation in Higher Education
- Publisher
- Informa UK Limited
- Published
- 2018-09-26
- Volume
- 44
- Issue
- 2
- Pages
- 294-308
- ISSN
- 0260-2938 (ISSN-L)
- 1469-297X
- OpenAlex
- W2892447306
- Cited by
- 71
- References
- 59
- Citations by year
- 2026: 10 · 2025: 11 · 2024: 14 · 2023: 13 · 2022: 10 · 2021: 6 · 2020: 6 · 2019: 1
- FWCI
- 10.54
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Assessment & Evaluation in Higher Education (publishedVersion)
- Funders
- The National Social Science Fund of China (18BYY114)
- Topics
- Social Sciences › Education › Student Assessment and Feedback
- Social Sciences › Arts and Humanities › Literature and Literary Theory › Discourse Analysis in Language Studies
- Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
- Keywords
- peer feedback, peer assessment, writing revision, literature review writing, academic writing, writing difficulties, peer review comments, college writing
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