Peer-to-peer feedback

Giving and receiving feedback is an important part of the learning process, especially when students are working collaboratively on a project. Feedback is defined as information for the learner about their progress towards learning goals, based on evidence provided by the learner. Feedback may be provided by the teacher, the student, or their peers. 

Most models of feedback have three questions at their core:

• Where am I going? (What is the long-term goal?)
• How am I going? (Where am I currently?)
• Where to next? (What do I need to do to get to the goal?) 

Peer-to-peer feedback provides opportunities for students to develop their critical thinking skills and encourages self-reflection on their learning.  

Different techniques can be used to facilitate peer-to-peer feedback depending on the student’s experience and social and personal capabilities.

Peer review sessions  

Organise peer review sessions where students present their models to each other in small groups.   

The “two stars and a wish” technique  

This method encourages students to give two positive pieces of feedback (the "stars") and one suggestion for improvement (the "wish").  

For example: "I love how your model uses red LED lights for photosynthesis, it’s very sustainable. I also like how you considered temperature control in your design. My suggestion would be to look into a better way to recycle water/matter in your system, as it could be a challenge on the Moon."  

Gallery walk  

In a gallery walk, students place their models or prototypes around the room. They then walk around and observe other students’ designs.  

As students visit each model, they leave constructive feedback on sticky notes. These notes can highlight strengths, suggest areas for improvement, or ask questions about specific elements of the design.  

After the gallery walk, students can spend time reading the feedback they received and use it to improve their models.  

One-on-one feedback sessions 

Students can pair up with a peer and engage in a one-on-one feedback session. During this session, each student can present their model while the other listens and takes notes. This allows for more personalised feedback and discussion, helping students think critically about their choices and reflect on alternative approaches.  

Feedback rubrics  

Provide students with a feedback rubric that contains specific criteria on which to evaluate each model. Students can use the rubric to assess each other’s work, providing specific scores and written feedback for each category.  

Feedback circles  

Students form small circles (3-4 people), where each person presents their model and receives feedback from the rest of the group.  

Constructive critique guidelines  

Encourage students to follow guidelines for giving constructive criticism, such as:  

• Be specific: Point out exact areas where the design could be improved. 
• Be respectful: Use positive language and frame suggestions as opportunities for improvement. 
• Encourage questions: Ask questions to stimulate thinking, rather than just pointing out flaws.  

Ensure that feedback balances positive reinforcement with constructive suggestions. This approach helps students feel motivated and open to making changes. 

Self-assessment  

Before giving feedback to others, students can first evaluate their own models using a self-assessment checklist. This encourages students to critically assess their work, which can lead to more thoughtful and meaningful feedback for their peers.  

After self-assessing, students can then share their thoughts on how their peers can improve their designs based on their own reflections.  

By using these methods, students can engage in constructive dialogues, learn from each other’s strengths, and improve their designs collaboratively. This process not only strengthens their critical thinking skills but also fosters a sense of responsibility and teamwork.  

Discuss with your colleagues 

• How is feedback currently provided to students? Who provides the feedback?
• When is the feedback provided?
• How could you provide opportunities for students to reflect on their learning?
• With your colleague(s) describe one of the ways you currently provide feedback to your students.  
• Select one of the approaches to peer feedback above. Use the approach selected to give and receive feedback.
• What support or guidance will students need when you use peer feedback in the classroom? 

References 

AITSL. (2017). Feedback. AITSL; Australian Institute for Teaching and School Leadership. <https://www.aitsl.edu.au/teach/improve-practice/feedback>

Black, P & Wiliam, D, 2009, ‘Developing the theory of formative assessment’, Educational Assessment’, Evaluation and Accountability, vol. 21, no. 1, pp 5-31. 

Hattie, J & Timperley, H, 2007, ‘The Power of Feedback’, Review of educational Research vol. 77, no. 1, pp 81-112.