Effects of teacher , peer and self-feedback on student improvement in online assessment: the role of individuals’ presumptions and feedback literacy
Heil, J., & Ifenthaler, D. (2025). Effects of teacher, peer, and self-feedback on student improvement in online assessment: The role of individuals’ presumptions and feedback literacy. Assessment & Evaluation in Higher Education. https://doi.org/10.1080/02602938.2025.2530452
Previous research highlights discrepancies between students’ evaluation of feedback methods and their impact on the learning process. Hence, it remains an open question to synthesise different feedback modes (teacher, peer and self) and examine the relationship between students’ evaluation and their actual use of feedback. This quasi-experimental study with N = 62 participants was designed as a within-subjects design to investigate students’ evaluation of different feedback modes, their actual improvement in essay writing, and their presumptions’ influence. The results reveal that students evaluated teacher feedback significantly higher than peer feedback, before and after the intervention. Furthermore, the feedback led to a significant increase in the essay quality from pre- to post-test, but this effect was only significant for the peer condition. Additionally, the effect was mediated by students’ individual feedback literacy. The presumptions about the feedback modes did not have a significant influence on the improvement. The results of this study call for a more in-depth analysis of effective co-implementation of multiple assessment modes in higher education, as well as support for students’ feedback literacy and the utilisation of the benefits of self- and peer assessment.
https://www.tandfonline.com/doi/full/10.1080/02602938.2025.2530452