This study explores the effects of peer assessment (PA) practice on peer feedback
(PF) quality of 11th grade secondary education students (N= 36). The PA setting was
synchronous: anonymous assessors gave immediate PF using mobile response technology
during 10 feedback occasions. The design was quasi-experimental (experimental vs. control
condition) in which students in one condition received a scaffold to filter out relevant
information they received. It was expected that this filter-out scaffold would influence PF
quality in subsequent tasks in which they were assessors. PF content analysis showed that
offering multiple PF occasions improved PF quality: messages contained more negative
verifications and informative and suggestive elaborations after the intervention. However, no
effects were found of filtering out relevant information on PF quality. Moreover, students’
perceived peer feedback skills improved which was in correspondence with their actual quality
improvement over time. Additionally, the perceived usefulness of the received feedback was
rated high by all participants