The learning benefits of peer assessment and providing peer feedback have been widely reported. However, it is still not understood which learning activities most facilitate the acquisition of feedback skills. This study aimed to compare the effect of a modeling example, i.e., a model that demonstrated how to give feedback, on the acquisition of feedback skills. The participants were second-year bachelor students in pedagogical sciences (N = 111). They were assigned randomly to a practice condition, in which they practiced giving feedback on oral presentations, or a modeling example condition, in which a teacher demonstrated how to give feedback on a good and a bad presentation. Students then gave feedback to a presenter in a video (direct feedback measure). One week later, they gave each other peer feedback on oral presentations (delayed feedback measure). On the direct feedback measure, students in the modeling example condition used assessment criteria more often in their feedback, and produced significantly more overall feedback, and significantly more positive and negative judgments than students in the practice condition. There was no significant difference in the amount of elaboration and feed-forward between the two conditions. On the delayed feedback measure, there were no significant differences between the two experimental conditions. The results suggest that, at least in the short term, a modeling example can stimulate the use of assessment criteria and judgments in feedback. The results and implications for future research and practice are discussed.

中文翻译：

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建模实例对良好反馈实践原则的应用的即时和延迟影响：一项准实验研究

同行评估的学习益处和提供同行反馈的方法已得到广泛报道。但是，仍然不清楚哪种学习活动最有助于获得反馈技能。这项研究旨在比较建模示例（即演示如何提供反馈的模型）对获得反馈技能的影响。参与者是教学科学的二年级学士学位学生（N  = 111）。他们被随机分配到一个练习条件中，他们在练习条件中就口头陈述或建模示例条件提供反馈，其中一位老师演示了如何就好和不好的表现给出反馈。然后，学生通过视频将反馈给演示者（直接反馈措施）。一周后，他们就口头报告（延迟的反馈措施）向彼此的同龄人反馈。在直接反馈量度上，与在练习条件下的学生相比，在建模示例条件下的学生在他们的反馈中更频繁地使用评估标准，并且产生了明显更多的总体反馈，以及明显更多的正面和负面判断。两种条件之间的精制和前馈量没有显着差异。在延迟反馈测度上，两个实验条件之间没有显着差异。结果表明，至少在短期内，建模示例可以刺激在反馈中使用评估标准和判断。讨论了结果和对未来研究和实践的意义。