The Power of Giving Feedback and Receiving Feedback in Peer Assessment.


  • Lan Li Bowling Green State University
  • Valentina Grion University of Padova (IT) Visiting Scholar at the University of Bowling Green (OH)


Higher Education, peer assessment, peer feedback, qualitative research, student engagement.


Despite well-documented promises of peer assessment, it is still unclear how peer assessment works and what contributes to students’ learning gains. In order to identify cognitive processes that lead to learning enhancement, this study examined 41 students’ responses to online surveys and also their online written interactions when they participated in a peer assessment activity. Data analysis revealed that students were engaged in various learning processes in the phases of giving and receiving feedback. While students acknowledged that both phases contributed to their learning, a greater number of students indicated that they perceived more learning benefits from giving feedback rather than receiving feedback. Interpretations and implications were discussed.

Author Biographies

Lan Li, Bowling Green State University

Associate Professor

Valentina Grion, University of Padova (IT) Visiting Scholar at the University of Bowling Green (OH)

Associate Professor in Education 

Department of Philosophy, Sociology, Education and Applied Psychology

University of Padova (IT)






Research Articles