When college students give and receive peer feedback

A study of perceptions of a digitally facilitated continuous assessment scenario

Abstract

This article examines university students' perceptions of giving and receiving peer feedback as part of a continuous evaluation scenario (linking formative and summative assessment) designed in the perspective of assessment for learning (AfL) and assessment as learning (AaL). The inductive analysis of students' perceptions shows deep learning of concepts and the development of various "transversal" skills (cognitive and reflexive skills, communication skills, caring, empathy, collaboration skills, evaluative competences). Results are discussed in light of existing research on peer feedback, with particular emphasis on the role of emotions for learning.