Research on peer feedback has raised concerns about the cognitive demands of generating, interpreting and using feedback for revision. While there are numerous studies which examine the comparative effects of peer and teacher feedback on performance, less is known of how peer feedback works within a classroom context and what instructional support is necessary to bring about effective peer feedback for learning. Drawing from Hattie and Timperley's Feedback Model, the notion of peer feedback quality is extended from a dichotomous perspective to a progressive view. This book provides evidence...