Beyond “Great Job”–Providing Peer Feedback in College Classrooms

Abstract

This study describes how faculty instituted a peer-feedback structure for university students to give and receive feedback on a series of lesson plans as part of a case study based on assessment data. Three main questions related to the quality of peer feedback, students’ perceptions of the value of peer feedback received, and the degree to which peer feedback impacted revisions to students’ lesson plans were explored. Overall, students reported a positive perception of providing and receiving peer feedback, and indicated they used the feedback they received in a variety of ways. The degree to which students used the feedback they received to make adjustments to their lesson plans varied based on the quality and timeliness of feedback. Recommendations for future practice in the use of peer feedback are provided.