University of Oulu

Ellegaard, M., Niss, M., Bruun, J., Lämsä, J., Christiansen, F. V., Linell, G. G., … Johannsen, B. F. (2022). Unfolding principles for student peer feedback: A comparative analysis across higher education contexts. Högre utbildning, 12(2), 53–77.

Unfolding principles for student peer feedback : a comparative analysis across higher education contexts

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Author: Ellegaard, Marianne1; Niss, Martin2; Bruun, Jesper3;
Organizations: 1University College Copenhagen, Denmark
2Roskilde University, Denmark
3University of Copenhagen, Denmark
4University of Jyväskylä / University of Oulu, Finland
5University of Southern Denmark, Denmark
6University of Gothenburg, Sweden
Format: article
Version: published version
Access: open
Online Access: PDF Full Text (PDF, 0.3 MB)
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Language: English
Published: Cappelen Damm, 2022
Publish Date: 2023-10-02


In this paper we conceptualize formative peer feedback principles by analyzing and comparing six empirical examples of formative peer feedback in a set of international STEM (science, technology, engineering, and mathematics) contexts. By discussing how these different approaches to peer feedback unfold in practice, we aim to facilitate the bridging of the gap between theory and practice in implementing peer feedback in Higher Education. As a group of researchers and teaching practitioners from six Higher Education institutions, we discussed, analyzed, and synthesized practical examples of peer feedback in STEM that cover a breadth of settings, aims, and forms. The analysis and comparison of these examples illustrate how principles in peer feedback emerge in practice. We discuss how the context in peer feedback influences its practical implementation, particularly with regard to its purpose and aims, the development and use of assessment criteria, and embedding and supporting the initiatives into the teaching and learning activities.

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Series: Högre utbildning
ISSN: 2000-7558
ISSN-E: 2000-7558
ISSN-L: 2000-7558
Volume: 12
Issue: 2
Pages: 53 - 77
DOI: 10.23865/hu.v12.2680
Type of Publication: A1 Journal article – refereed
Field of Science: 516 Educational sciences
Funding: This work was funded by Nordplus Higher Education Programme grant no. NPHE-2018/10364.
Copyright information: © 2022 Marianne Ellegaard, Martin Niss, Jesper Bruun, Joni Lämsä, Frederik Voetman Christiansen, Gry Green Linell, Camilla Fogh Larsen, Rimma Nyman, Bjørn Friis Johannsen. This is an Open Access article distributed under the terms of the Creative Commons Attribution 4.0 International License (, allowing third parties to share their work (copy, distribute, transmit) and to adapt it, under the condition that the authors are given credit, that the work is not used for commercial purposes, and that in the event of reuse or distribution, the terms of this license are made clear.