The study focused on supporting the distinct processes of assessment and providing feedback within a peer feedback setting in teacher education and investigates the effects on student teachers’ self-efficacy and feedback quality in a quasi-experiment. Student teachers (n = 129) were asked to repeatedly provide peer feedback on learning strategies and were supported by a digital tool. The support was varied: support in assessment (A; realized by rubrics), in formulating the feedback (F; by providing sentence starters), in both components (A+F), or no support (Control). We conducted a 2 × 2 analysis of variance (ANOVA) to measure the effect on feedback quality and 2 × 2×2 mixed ANOVAs to investigate the effects on self-efficacy. Results revealed that student teachers perceived higher self-efficacy regarding assessing learning strategies and giving feedback after repeatedly giving and receiving peer feedback. While supporting feedback-writing (F) was immediately beneficial for students’ self-efficacy, the combination (A + F) was most advantageous in the long run. In addition, feedback quality was higher when students were supported in writing the feedback. The findings show that competencies to assess and to give feedback seem to be distinct components that should be fostered individually. The developed support by the digital tool seems to be one beneficial approach here.

该研究的重点是在教师教育的同伴反馈环境中支持不同的评估过程并提供反馈，并在准实验中调查对学生教师的自我效能和反馈质量的影响。学生老师（n = 129）被要求重复提供有关学习策略的同peer反馈，并得到数字工具的支持。支持的方式各不相同：两个方面（A + F）都提供评估支持（A；由专栏实现），制定反馈意见（F；提供句子启动器）或不提供支持（Control）。我们进行了2×2方差分析（ANOVA）来衡量对反馈质量的影响，并进行2×2×2混合ANOVA来研究对自我效能的影响。结果显示，在反复给予和接受同伴反馈后，学生教师在评估学习策略和反馈方面的自我效能感更高。虽然支持反馈写作（F）可以立即提高学生的自我效能，但从长远来看，组合（A + F）最为有利。此外，当支持学生编写反馈时，反馈质量更高。调查结果表明，评估和提供反馈意见的能力似乎是应单独培养的独特组成部分。在这里，数字工具的发达支持似乎是一种有益的方法。