Guided peer feedback may be given in for instance collaboration scripts, which are short manuscripts that communicate what the students should do at what time in a collaboration process. Using these scripts has turned out to result in increased learning outcome in the students when collaborating by means of digital tools. The collaboration scripts provide the students with explicit details as to what they should do when working on their assignments, as well as how and when they should submit what they have prepared.
Activities with peer feedback reduce the need for feedback from the teacher as the exercise provides the students with guided feedback from their fellow students. Peer feedback activities must be organised in a way which makes it clear to the students what is expected of them; this may be done in, for instance, collaboration scripts or explicit descriptions of the activity.
Monitor the process. You must currently monitor the keeping of deadlines and the quality of texts and feedback comments.
A number of learning advantages are associated with the use of peer feedback activities in teaching. The literature points out, for instance, that students increase the quality of their own products, improve their ability to evaluate their own work, and find it easier to give and receive criticism. Surprisingly, it also appears that the feedback provider learns the most from the activity.
Organising the peer feedback activity so that students receive feedback from a number of fellow students, and possibly in an anonymised form, will accommodate a number of potential challenges: varying feedback quality, apprehension about showing own products to fellow students, reluctance to criticise the work of fellow students.
