The collaborative peer-feedback for the continuous improvement of products
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.
The authors who publish in this magazine accept the following conditions:
- The authors retain the rights to their work and give the magazine the right to first publish the work, simultaneously licensed under a Creative Commons License - Attribution which allows others to share the work indicating the intellectual authorship and the first publication in this magazine.
- Authors may adhere to other non-exclusive license agreements for the distribution of the version of the published work (eg deposit it in an institutional archive or publish it in a monograph), provided that the first publication took place in this magazine.
- Authors can disseminate their work online (eg in institutional repositories or on their website) before and during the submission process, as it can lead to productive exchanges and increase citations of the published work (See The Effect of Open Access).