Session 3:
Feedback and peer-communication (4.3)


This session is about feedback and peer communication.



After this session the participant will:

  • be able to provide personal, valuable, motivating feedback.
  • be able to activate and motivate student communication and peer feedback
  • be able to provide formative assessment (assessment FOR learning)

The Value of Self-Assessment

A learner's involvement in their own assessment is an important part of their preparation for life and work. In self-assessment, learners take on more responsibility for their own learning and become more aware of their own knowledge gaps, since they assess themselves in relation to the course objectives. Through assessment, viewed as part of the learning process, the learner can track his/her personal development resulting in a deeper learning experience. Learners will be working on tasks at their own pace and will then receive feedback expressed in private messages (this could be particularly advantageous for reserved pupils). Such feedback could be more frequent and could better cater for individual needs than a traditional classroom setting is able to. Self-assessment is quite opposite to traditional assessment methods in classrooms (written tests and oral exams still prevail) and therefore it is new to many pupils.

There are some important rules, how the feedback in these settings should be formulated. According to Stangl ( Regeln für eine wirksame Rückmeldung ) feedback should follow these rules:

  • It should always be constructive, that means, it should give perspectives for the future
  • It should be descriptive, that means, it should not include assessment (gradings) or interpretations
  • It should be specific, not general or global
  • It should be written or presented subjectively ("As far as I see...")


  1. Allocate participants to groups (2 or 3 in each group)
  2. Provide the groups with the address of an e-portfolio created by another participant
  3. Agree on the learning goal that you are going to give feedback on
  4. All participants give feedback to the owner about their e-portfolio

Collaborative online assessment

In some schools in the UK, the system MAPS ( Managed Assessment Portfolio System ) is used. With MAPS, teachers can put their grading of a student's work together with some pieces of his work (which they think to be important to explain theirs decision) into the school's moderation portfolio. Other teachers can review the assessment and comprehend and criticize it. That leads to a more valid form of assessment (see Derrick & Wharfe 2006 ). Tracking Capability using Web-based eportfolios in UK schools. In: Jafari A., Kaufman C. (Ed.) Handbook of research on eportfolios. (pp. 378-387)).


Discuss the advantages and disadvantages of such collaborative online assessment.


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MOSEP Project -
The project is managed by the Salzburg Research Forschungsgesellschaft , if you have any questions or contributions, please contact the project co-ordinator Wolf Hilzensauer