Ist kompetenzielles Fremdfeedback überlegen, weil es als effektiver wahrgenommen wird?

Competential feedback is defined as the evaluation of students’ achievements in relation to the levels within a domain-specific competence model. This study aimed at investigating differential effects of this criterion-related feedback on performance and perceived feedback effectiveness depending on the source of feedback information. In a pre-post experimental design, randomly assigned secondary school students (N = 50) either received external competential feedback (i.e., outside evaluation relative to the competency levels) or internal competential feedback (i.e., self-assessed their performance relative to the competency levels, Students in the external feedback condition showed a significantly better task performance in planning scientific experiments and perceived their feedback information significantly more effective than those students in the internal feedback condition. This perceived feedback effectiveness totally mediated the differential feedback effects on performance. This study underlines - relating to the applied design as well as to the domain used - a) the benefit of external competential feedback and b) the importance of how feedback effectiveness is perceived in making feedback powerful.