Making peer feedback work: the contribution of technology-mediated dialogic peer feedback to feedback uptake and literacy

In recent years, academic and practitioner attention to improving attainment as a result of feedback, as well as satisfaction with it, has led to a conceptualisation of feedback that considers learners’ active role in making feedback processes effective. This has led to interest in ‘feedback literacy’ or what learners need for productive feedback use. Engagement in peer feedback practices is believed to enhance some aspects of feedback literacy,...