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EAP Theory / Peer Feedback

 Peer Feedback 

Some students struggle with seeing the value of ‘peer feedback’. This is a nice way to introduce the reasons why it is important. Start by having a discussion on the topic of peer feedback…


  • Have you ever experienced peer feedback before?

  • Why do universities in the UK focus on doing peer feedback?

  • What are benefits and drawbacks of doing peer feedback?

Academic Evidence – why peer feedback is important.

The last two decades have brought a seismic shift in the provision of feedback. Traditionally, feedback was seen as a ‘gift’ (Askew and Lodge, 2000) — something presented by the teacher to the student, with students cast in the role of relatively passive recipients or even bystanders. But there is now widespread recognition that students must play a more direct and active part in feedback, if it is to make a real difference to the quality of their learning. (University of Edinburgh, 2010).


For the Quality Assurance Agency (2006), encouraging students to reflect on their own performance as well as get feedback from others is seen as worthwhile, and especially so “when opportunities for self-assessment are integrated in a module or programme” (QAA, 2006). Skills in giving and receiving feedback are also prized by employers (see e.g. Jaques, 2000) and seen as an indispensable ‘graduate attribute’, helping to prepare students for learning in everyday life and work beyond university (Boud and Falchikov, 2006).

Adapted from University of Edinburgh, 2010.

Example of a Writing Peer Feedback form

Feedback Writing Form download in a Word Doc – click here

Example of a Presentation Peer Feedback form

Feedback Form Download in a Word Doc – click here

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