peer review

Feedback, when designed properly, is thought to have an enhanced effect on student performance. Formative assessment and feedback, but also peer review in particular is considered as highly effective in supporting students’ learning. Peer review constitutes one of the most important academic golden standards, but is not taught to university students until later in their academic studies, if at all.

Feedback allows students to reflect on their performance and improve their subsequent work by facilitating self-directed learning processes, but also enables students to understand how their current performances stand in relation to expectations from course leaders.

Research suggests that assessment and feedback processes in Higher Education are governed by a number of mechanisms: prerequisite, the type of abilities students bring with them to Higher Education settings and their previous experiences of assessment; the curriculum, the kind of assessment practices specified in Higher Education settings and how well the curriculum is designed with assessment in mind; and finally, the lived experience and environment.

Still, the research community is at odds with respects to what kind of feedback work, and how, not least in terms of feedback in learning management systems. Notably, there is a lack of insights into the impact of different types of feedback within Learning management systems, this means we do not know which types of feedback has the greatest effect on student learning and are most cost effective. This project aims at addressing that gap in knowledge by developing feedback and peer review tasks to be done in digital contexts.