“Now you know what you’re doing right and wrong!” Peer feedback quality in synchronous peer assessment in secondary education

  • Tijs Rotsaert
  • Ernesto Panadero
  • Tammy Schellens
  • Annelies Raes

DOI: 10.1007/s10212-017-0329-x

Cite this article as:
Rotsaert, T., Panadero, E., Schellens, T. et al. Eur J Psychol Educ (2017). doi:10.1007/s10212-017-0329-x


This study explores the effects of peer assessment (PA) practice on peer feedback (PF) quality of 11th grade secondary education students (N = 36). The PA setting was synchronous: anonymous assessors gave immediate PF using mobile response technology during 10 feedback occasions. The design was quasi-experimental (experimental vs. control condition) in which students in one condition received a scaffold to filter out relevant information they received. It was expected that this filter-out scaffold would influence PF quality in subsequent tasks in which they were assessors. PF content analysis showed that offering multiple PF occasions improved PF quality: messages contained more negative verifications and informative and suggestive elaborations after the intervention. However, no effects were found of filtering out relevant information on PF quality. Moreover, students’ perceived peer feedback skills improved which was in correspondence with their actual quality improvement over time. Additionally, the perceived usefulness of the received feedback was rated high by all participants.


Peer feedback Peer assessment Assessment scaffolds Practice effect 

Copyright information

© Instituto Superior de Psicologia Aplicada, Lisboa, Portugal and Springer Science+Business Media Dordrecht 2017

Authors and Affiliations

  1. 1.Department of Educational Studies, Faculty of Psychology and Educational SciencesGhent UniversityGhentBelgium
  2. 2.Departamento de Psicología Evolutiva y de la EducaciónUniversidad Autónoma de MadridMadridSpain

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