AbstractsLaw & Legal Studies

Peer feedback can be a useful assessment tool for teachers, but students may regard it as invaluable or intimidating. Our research explores the relationship between the attitude of second year bilingual students towards peer review and the quality of feedback they provide peers on a short writing assignment. To explore this relationship the students completed surveys on their attitude before giving and after receiving feedback, and the quality of their feedback was assessed using a rubric. Data analyses reveal that students generally become more confident and see peer review as more valuable after having received feedback of good quality. Furthermore, if sufficient scaffolding is provided by the teacher, inexperienced or unmotivated students are able to provide feedback of good quality.