Peer feedback is especially educational for the giver and is not always correct. In peer feedback, students give each other feedback on each other's work, behavior, or performance. The feedback is usually given based on a number of assessment criteria. Research shows that peer feedback is very effective for learning performance, but is often not correct (Hattie & Timperley, 2007). The person giving feedback needs relatively a lot of domain knowledge because they take on more of an expert role, but they often do not have this knowledge. Because this knowledge is often overestimated, the feedback is often not effective (Zundert, Sluijsman & Merriƫnboer, 2010) (see also differentiating between beginners and experts). However, it appears that giving peer feedback is educational in the following forms (Nicol, 2011): Active learning When students receive feedback, from a teacher or fellow student, they have a passive role. When they give feedback, they have an active role. Formulating feedback is a different cognitive process than reading received feedback. Actively using criteria When giving peer feedback, students must actively judge quality in relation to the criteria and substantiate this. They are forced to think about the criteria. That is something different from taking note of shared criteria. Reciprocity students become learning resources for each other. They read each other's work and see how other students approach things. They see that there is not one correct answer; quality has many faces. And by giving and receiving peer feedback, students have a responsibility to each other, for the work of others, but also for their own work. Domain expertise By regularly having to judge different work from various fellow students, they develop broader knowledge as they take on the role of the expert. Learning from each other When students get used to working with peer feedback, it can strengthen social cohesion and turn the group into a learning community. Strengthening self-evaluation It is easier to critically look at the work of others than to critically look at one's own work. Yet it is one and the same skill. When students are accustomed to judging work and using criteria in the process, they also become better at critically judging their own work. To make peer feedback effective, it should contain the following elements (Popta, 2019): A. Evaluative judgment: The student gives a judgment B. Improvement suggestion: The student gives a suggestion for improvement; what could the classmate have done better? C. Explanation: The student provides an explanation for their judgment or suggestion. D. Theoretical concept: The student uses relevant theory to support their explanation.
Popta, E. (2019). De kracht van online peerfeedback. Presentatie opgevraagd op 4-4-2019 van: Congres Toetsing en Examinering in het hoger onderwijs 2019.
Pearce, J., Mulder, R., Baik, C. 2009. Involving students in peer review. Case studies and practical strategies for university Teaching. Melbourne: Centre for Study of Higher Education.
Nicol, D. (2011). Developing studentsā ability to construct feedback. QAA Scotland, Enhancement Themes.
Zundert, M. van, Sluijsmans, D., & Merriƫnboer, J. van. (2010). Effective peer assessment processes: Research findings and future directions. Learning and Instruction, 20(4), 270-279.