Peer Feedback

Students exchange their work and provide structured feedback to each other using a rubric or guiding questions. The teacher provides a clear framework for what kind of feedback is helpful -- not just 'good job' or 'I like it.'

Peer Feedback addresses the bottleneck problem: one teacher cannot give detailed, individualized feedback to 40+ students in a timely way. It also teaches students to critically evaluate work using criteria, which deepens their understanding of quality.

Based on Hattie and Timperley's (2007) research showing that feedback is one of the most powerful influences on achievement. When students give feedback, they internalize the success criteria. The social aspect also increases motivation to revise -- feedback from a peer feels different from feedback from a teacher.

Based on Hattie and Timperley's (2007) research showing that feedback is one of the most powerful influences on achievement. When students give feedback, they internalize the success criteria. The social aspect also increases motivation to revise -- feedback from a peer feels different from feedback from a teacher.

Use Peer Feedback for writing (essays, paragraphs, reports), projects, presentations, or any work where quality can be judged against clear criteria. Best when students have been taught what good feedback looks like. Ideal for formative stages, not final grading.

Avoid when students have not been trained in giving constructive feedback. Also avoid for work that is highly personal or sensitive, or when students lack the maturity to give honest but kind feedback. Never use peer feedback as the sole basis for a grade.

Grades Grade 5 to Grade 12

English, Filipino, Social Studies, and more

• Students get more feedback more quickly than the teacher alone can provide
• Giving feedback develops critical thinking and self-assessment skills
• Reduces teacher marking load for formative work
• Students learn to receive and use feedback -- a key life skill
• Multiple perspectives enrich the feedback

• Feedback quality varies -- some students give superficial comments
• Requires training and practice to do well
• Can hurt feelings if not framed constructively
• Students may be too easy or too harsh on friends
• Not a replacement for teacher feedback on final work

• Not training students in feedback skills first
• Using vague prompts like 'give feedback' without structure
• Letting students grade each other's work (feedback is different from grading)
• Not monitoring for unhelpful or hurtful comments
• Not giving students time to revise based on feedback

Can be adapted for different subjects and grade levels by adjusting the complexity of the questions or tasks.

Enhance with digital tools: use Google Slides for presentations, Jamboard for collaborative brainstorming, or quiz apps like Kahoot for engagement.

Assess through observation of participation, quality of assessment, and formative checks such as exit tickets or quick writes.

• Hattie, J., & Timperley, H. (2007). The Power of Feedback. Review of Educational Research, 77(1), 81-112.