This study explores the impact of different comparators (assessment criteria vs. exemplars) on students’ self-feedback and learning outcomes in a peer review setting. Results indicate that exemplar comparisons lead to more high-level process feedback and improved grade performance, whereas assessment criteria comparisons yield more task-related feedback. The findings suggest that diversifying feedback comparators and using instructional prompts can enhance self-feedback quality and reduce teacher workload by shifting feedback responsibility to students.
DawsonITE is a blog devoted to Educational Technology. It's compiled by Rafael Scapin, Coordinator of Educational Technology at Dawson College in Montreal (Canada).