This study experimented with four design elements and examined their impact on feedback quality—anonymizing feedback writers, providing teacher-made rubrics and a feedback template, and making feedback traceable. The study adopted a quasi-experimental design and involved 75 undergraduates who produced 362 feedback entries on peers' presentations over eight weeks. The feedback comments were scored against detailed rubrics of feedback quality, focusing on nine features grouped under ideational, interpersonal, and textual dimensions according to the functional linguistics perspective. The scores were analyzed using a two-way repeated measures ANOVA to compare the experimental and the control groups' overall performance and week-by-week changes. The results were complex and mixed. Anonymity encouraged feedback writers to be more critical but negatively affected the interpersonal dimension of their writing. Providing templates and rubrics assisted them in the ideational dimension and enabled them to write from multiple aspects. Making feedback traceable helped them learn accumulatively from past efforts. Overall, the design elements substantially improved feedback quality in the first two weeks; however, their advantages diminished over time. In the eighth week, the two groups’ feedback became similar in quality. The study provides new insights for research and practice, highlighting the need to reassess and modify feedback design for longitudinal and routinized feedback activities.

中文翻译：

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通过 Moodle 论坛在线同行反馈：对纵向反馈设计和反馈质量的影响


本研究试验了四个设计元素，并检查了它们对反馈质量的影响——匿名反馈作者、提供教师制作的评分量规和反馈模板，以及使反馈可追溯。该研究采用了准实验设计，涉及 75 名本科生，他们在八周内对同龄人的演讲产生了 362 个反馈条目。反馈评论根据反馈质量的详细评分标准进行评分，根据功能语言学的角度，重点关注分为构思、人际和文本维度的九个特征。使用双向重复测量方差分析分析分数，以比较实验组和对照组的总体表现和每周变化。结果是复杂而复杂的。匿名鼓励反馈作者更具批判性，但对他们写作的人际关系维度产生了负面影响。提供模板和评分量规在概念层面上帮助他们，并使他们能够从多个方面进行写作。使反馈可追溯有助于他们从过去的努力中积累学习。总体而言，设计元素在前两周大大提高了反馈质量;然而，随着时间的推移，它们的优势逐渐减弱。在第 8 周，两组的反馈质量变得相似。该研究为研究和实践提供了新的见解，强调了重新评估和修改纵向和常规化反馈活动的反馈设计的必要性。