Peer feedback content and sender's competence level in academic writing revision tasks: Are they critical for feedback perceptions and efficiency?

Research output: Contribution to journalResearch articleContributedpeer-review



Peer-feedback content is a core component of peer assessment, but the impact of various contents of feedback is hardly studied. Participants in the study were 89 graduate students who were assigned to four experimental and a control group. Experimental groups received a scenario with concise general (CGF) or elaborated specific (ESF) feedback by a high or low competent peer. ESF by a high competent peer was perceived as more adequate, but led to more negative affect. Students in CGF groups outperformed ESF groups during treatment. Groups with a low competent peer outperformed groups with a high competent peer during the posttest. Feedback perceptions and performance were uncorrelated.


Original languageEnglish
Pages (from-to)291-303
Number of pages13
JournalLearning and Instruction
Issue number4
Publication statusPublished - Aug 2010

External IDs

ORCID /0000-0002-4280-6534/work/142251709



  • Feedback content, Feedback perceptions, Peer assessment, Peer feedback, Text revision

Library keywords