Verso una “valutazione sostenibile” all’università: percezioni di efficacia dei processi di dare e ricevere feedback fra pari

Abstract

Since many years, the international research has disclosed the importance of feedback inside the assessment for learning processes. Recently it has been stressed that the teacher feedback is not so effective as much as peer review. This is a reciprocal process whereby students produce feedback reviews on the work of peers and receive feedback reviews from peers on their own work. Prior research has already examined the learning benefits that result from these processes, while it has not been explained the different and the specific impact that giving and receiving feedback have on learning. Using students’ answers given in different phases of peer review, this study illuminates students’ perceptions of the cognitive processes and different learning benefits resulting from giving and receiving feedback.