While peer feedback has significant potential to improve student learning, the educational context can play a determinant role. We explore the role of peer feedback and evaluation in student learning through design-based research (iterative cycles of development, testing, and refinement of interventions in authentic contexts). This work is grounded in the following learning theories: social constructivism, cognitive constructivism, and metacognition.
Often lack of experience and poor teamwork and communication can produce challenges for students going through the feedback process. Feedback that appeared to improve skills was perceived as relevant and interesting. Students considered integrated perspective-taking to be beneficial. While these insights will be used to shape subsequent feedback assignments, they may also inform general approaches to peer feedback learning at large.