Learning by evaluating: an investigation on the use of feedback and peer feedback in initial teacher education


Feedback is considered as a primary component in formative assessment, as well as one of the factors that has a great influence on student learning. The paper aims to illustrate and evaluate the results of an investigation in which the use of feedback, and in particular peer feedback, is promoted in teaching activities carried out with future pre-school and primary school teachers of the Primary Education Sciences degree course at the University of Molise. To evaluate the outcomes of the teaching interventions in terms of perceived effectiveness, semi-structured questionnaires were administered to the students at the beginning and at the end of the interventions. The results of the investigation show, in line with the reference literature, various benefits regarding the involvement of students in these activities, including the generation of internal feedback (Nicol, 2021) capable of promoting spontaneous self-evaluation of their work.