MA Project Docs

This study explores the peer feedback process with first-year undergraduate business students at an Irish University. This research explicitly examines (1) student attitudes to peer feedback (pre and post-process), (2) the impact of feedback quality on performance, (3) the association between training and feedback quality. A mixed methods approach was adopted where the data gathered included engagement with in-class training, draft and final assignment grades, ratings and content analysis of peer feedback and responses to student attitude and perception questionnaires. Participants overwhelmingly perceived in-class peer feedback training as a valuable resource and this was statistically related to peer feedback quality. Results indicate that the quality of participants’ initial draft along with the quality of peer feedback provided have a statistically significant impact on students’ final grades. Together with positive attitudes, these findings suggest that there is more scope to support and encourage students’ role as assessor in higher education.