The collaborative peer-feedback for the continuous improvement of products


  • Donatella Cesareni Pensa MultiMedia Editore
  • Nadia Sansone


The contribution describes a peer-feedback activity in a university course, during which students build knowledge products and are called to improve them through mutual feedback. The course lasted 10 weeks divided into 3 modules; 109 students in 11 groups participated. The study aims to track the evolution of students’ critical skills. To this end, we analyzed: a pre-post questionnaire for self-assessment of critical skills (N = 90), the peer-feedback sheets produced by the work groups (N = 44). The results of the questionnaire show statistically significant differences in all the itemsinvestigated. As for the peer feedback, the analysis shows a significant improvement in the quality of the comments provided. Overall, the articulation of the activities seems to support the development of skills aimed at developing and improving collaborative knowledge products. 



How to Cite

Cesareni, D., & Sansone, N. (2019). The collaborative peer-feedback for the continuous improvement of products. ITALIAN JOURNAL OF EDUCATIONAL RESEARCH, 139–156. Retrieved from




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