Enhancing students' feedback literacy through peer-review in large classes

Feedback is an essential element of teaching and learning. In order to use feedback effectively, students must appreciate the value of feedback, understand the language of feedback and how to implement feedback (Winstone et.al., 2017). This paper describes a peer-review activity used to enhance feedback literacy of a large cohort of Early Childhood Care and Education students (104). An increased understanding of feedback may lead to improved academic writing, critical thinking, and higher-grade achievement (Huisman et al., 2018). Implications for higher level teaching include incorporating feedback into curriculum planning, employing the concept of ‘feedforward’ and higher academic achievement for students (Sadler, 2010).