STUDENTS' PERCEPTION OF FEEDBACK USING PEER REVIEW AS A PEDAGOGICAL METHOD TO INCREASE ACADEMIC WRITING SKILLS IN HIGHER EDUCATION

This study explores how students within higher education perceive three variations of peer review feedback and how feedback affect their learning experience. Feedback of three different valence: positive, mixed and negative were used. The study incorporated 54 active students, performing peer-review assignments. The results show that the vast majority of students were positive towards this type of peer-review assignments and that they experience it to have an impact on their learning. The results also show that that the students do perceive a difference between positive, mixed and negative feedback. Above all, the positive feedback was considered significantly less constructive, and students found it more valuable to give than to receive feedback in relation to their learning. The findings presented in this study are intended to work as a point of departure for future discussions about how to design peer-review assignments in higher education to increase students' literacy concerning academic writing.