Making internal feedback explicit: exploiting the multiple comparisons that occur during peer review

This article explores peer review through the lens of internal feedback. It investigates feedback that students generate when they compare their work with peers and comments received from peers. Inner was made explicit by having write an account what were learning making these different comparisons. allowed evaluation extent to which students’ self-generated would match a teacher might provide, exploration other variables hypothesized influence inner generation. Analysis revealed became more elaborate one comparison next this, multiple simultaneous comparisons, resulted in generating not only matched teacher’s but surpassed it powerful productive ways. Comparisons against added little had already generated comparisons works. The implications are make helps them build metacognitive knowledge self-regulatory abilities can also decrease workload providing comments.