Giving and receiving peer feedback is seen as an important vehicle for deep learning. Defining assessment criteria is a first step in giving feedback to peers and can play an important role in feedback providers’ learning. However, there is no consensus about whether it is better to ask students to think about assessment criteria themselves or to provide them with ready-made assessment criteria. The current experimental study aims at answering this question in a secondary school STEM educational context, during a physics lesson in an online inquiry learning environment. As a part of their lesson, participants (n = 93) had to give feedback on two concept maps, and were randomly assigned to one of two conditions—being provided or not being provided with assessment criteria. Students’ post-test scores, the quality of feedback given, and the quality of students’ own concept maps were analyzed to determine if there was an effect of condition on feedback providers’ learning. Results did not reveal an advantage of one condition over the other in terms of learning gains. Possible implications for practice and directions for further research are discussed.

提供和接收同龄人反馈被视为深度学习的重要工具。定义评估标准是向同龄人提供反馈的第一步，并且可以在反馈提供者的学习中发挥重要作用。但是，对于让学生自己考虑评估标准还是为他们提供现成的评估标准是否更好，目前尚无共识。当前的实验研究旨在在在线探究学习环境中的物理课程中，在中学STEM教育环境中回答这个问题。作为课程的一部分，参与者（n = 93）必须在两个概念图上提供反馈，并被随机分配给两个条件之一（提供或不提供评估标准）。分析学生的测试后分数，给出的反馈质量以及学生自己的概念图的质量，以确定条件是否对反馈提供者的学习产生影响。结果表明，在学习收益方面，没有一个条件比另一个条件具有优势。讨论了对实践的可能含义和进一步研究的方向。