Supporting Peer Feedback on Learning Strategies: Effects on Self-Efficacy and Feedback Quality

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