Application of a didactic sequence based on peer feedback for skills development

This paper describes the results of an intervention to improve the development of skills in students studying for a degree in Social Education, and more specifically in the subject of Adult Education, by completing a learning biography of an adult learner, an iterative task that is subjected to a peer assessment process. The paper shows the didactic sequence that was designed and the results obtained in terms of the quality of the feedback provided by peers, which is a key aspect to promote peer feedback in professional situations in the future. The results show an improvement in the quality of the feedback, the students' evaluation of the peer assessment process, and the development of skills linked to the development of evaluative judgement. However they also highlight the need for criteria relating to processes and not just to tasks, as well as the need to improve the evaluative literacy of both teachers and students.