ABSTRACT
Research evidence suggests that composing peer feedback is generally even more useful than receiving peer feedback, building students’ feedback literacy and enabling them to internalise the perspective of a marker when considering their own work. Effective peer feedback processes require appropriate training and modelling of how to carry out peer feedback, alongside scaffolding and guidance from teachers so that students learn how to compose peer feedback more effectively. This chapter presents the evidence for the efficacy of peer feedback, as well as presenting concrete ways of embedding this practice into course structures. Two key examples from the literature are used to illustrate potential challenges and solutions in the effective implementation of peer feedback processes. A feedback design case collated through data collection in Taiwan demonstrates the importance of modelling and coaching to enable students to develop the skills needed for effective peer feedback processes.
