Students' perceptions of peer assessment in a Web programming course: Reflections on feedback, learning, and professional improvement

This paper examines students' perceptions and attitudes toward peer feedback within the course Introduction to Web Programming. The primary aim is to explore how students perceive the contribution of peer evaluation to the enhancement of their projects, the development of reflective thinking, and the strengthening of professional competencies. The research was conducted after the completion of student projects and the peer assessment phase, using a post-activity survey distributed to participating students. The survey was specifically designed to capture students' attitudes and experiences regarding various aspects of the peer feedback process. Responses were analyzed across several categories: technical correctness, visual quality, content relevance of feedback, presentation skills, emotional responses to feedback, sincerity, and reflective engagement. Findings indicate that students generally viewed both giving and receiving peer comments as useful for improving project quality and supporting personal development, especially in relation to evaluation and self-evaluation skills. Moreover, students reported that peer feedback contributed to their critical thinking, boosted self-confidence, and fostered more constructive academic communication. Based on these insights into student perspectives, the study proposes guidelines for the further implementation and improvement of peer assessment practices in technology-related educational settings.