Student appreciation of peer feedback increases following participation in a multi-strategy feedback schedule

This study examined aspects of feedback literacy in science students studying immunology, before and after implementation of a formative assessment and feedback schedule. Using surveys to collect qualitative and quantitative data, it compared different types of feedback in terms of student appreciation and willingness to participate. A key finding was that while appreciation of peer feedback was lower than appreciation of other types of feedback, appreciation increased significantly following participation in the peer activities. Following participation, students were more likely to recognise comments from peers as feedback, and more likely to deem the evaluation of other students’ work as feedback for themselves. They also found peer feedback more helpful than expected. Although peer feedback was valued less than lecturer feedback, even following participation, further studies are needed to investigate if ongoing engagement with peer feedback activities could further enhance student appreciation and promote long-term, sustainable evaluative skills.