Title: Peer feedback and assessment
Course: Digivisio - Assessment

Peer feedback and assessment

The students need feedback on their learning from the teacher. A student can receive even more feedback from their peers, as the teacher may not have quite so much time for providing it. The person giving peer feedback usually also has more time to familiarise themselves with the peer learner’s assignment than the teacher. However, this does not mean that the student has a better understanding of the topic than the teacher.

Rather than replacing feedback provided by the teacher, the purpose of peer feedback is to promote learning of the topic to be studied. Knowing how to give and receive feedback is important.

The teacher must plan and implement the peer assessment process well in order for it to achieve its goal. Students should be given detailed instructions on what they are supposed to assess and why, and what they should not assess.

A student must have the ability to think critically, analyse information, solve problems and work together with others. The development of these skills can be supported by high-quality and appropriate assessment. According to researchers in this field, the change in the assessment culture from measuring learning to developing and supporting it is notable.

The purpose of assessment is to encourage the learner to be an active agent. This means that teacher-led teaching has a smaller role. Rather than only testing students' learning, assessment should also support learning and learning-to-learn skills.

Instructions for peer feedback and assessment

The teacher must prepare the instructions for giving peer feedback carefully when instructing students in peer feedback/assessment. For example, the instructions could be as follows:

  1. Read the peer assessment instructions carefully. Make sure you understand what is expected of you as a peer assessor.

  2. Read meticulously the work you are to assess, several times if necessary.

  3. Familiarise yourself thoroughly with the peer assessment criteria, making sure you know what the assessment/feedback should be based on. Also note the things you should not assess.

  4. Be honest and fair when giving feedback. Do not aim to please or upset others with your feedback.

  5. Justify your feedback/assessment. Explain the grounds for your feedback/assessment.

  6. Provide enhancement-led feedback in which you give tips on how the other student could improve their work.

  7. Remember to be polite when giving feedback. Good manners will help you in shared studies also in the future.

  8. Observe the deadline set by the teacher for giving peer feedback.

The person providing peer feedback is also learning.

In some cases, using peer feedback is not recommended:

  - If the students do not have sufficient substance competence in the topic to be assessed, it may not be possible to give appropriate feedback.

  - There may be personal conflicts within the student group, which may make giving appropriate feedback impossible.

  - The topic may be sensitive or concern a personal matter.

  - If the peer assessment process is not planned and carried out carefully, this makes achieving its objectives unlikely.

Sources

Topping, K. 2010. Peer assessment. Theory into Practice, 49(4)

Ketonen, L. 2021. Exploring interconnections between student peer assessment, feedback literacy and agency. University of Jyväskylä.