Aleix Barrera-Corominas presented at the Workshop “Research and Educational Innovation on Feedback for Formative Assessment” organized by the Universitat Oberta de Catalunya on October 24, 2024, an experience on the use of peer feedback in student learning.
The experience was carried out in the Education Degrees at the UAB, where students, within the framework of a first-year course, prepared a first draft of a report in groups, gave feedback to another group, and received feedback from another group; from there, they incorporated changes into their own report to improve the final work.
The research results show that students value the experience of giving feedback more positively than receiving it. Giving feedback is perceived as a useful learning strategy (M=4.68; SD=1.497) and significantly improves tasks (M=4.61; SD=1.446). Students consider that the feedback offered is more useful for improving others’ tasks (M=5.11; SD=1.245) than for improving their own (M=4.89; SD=1.460). Additionally, giving feedback has a higher average (M=4.75; SD=0.090) than receiving it (M=4.63; SD=1.145), and causes more reported benefits (t(183)=2.504; p=0.013).
Students who give feedback improve their self-assessment skills, acceptance of errors, and develop a sense of belonging. It is also highlighted that the feedback received contributes to the development of cognitive and metacognitive skills, increases active learning and task engagement, and empowers students in the learning process.
In conclusion, the experience of giving and receiving feedback transforms the role of students, improving their commitment to learning and developing social and professional skills. This research underscores the importance of guiding the development process and creating opportunities for collaborative learning.
