The aim of this study was to investigate the usefulness of the peer review process both in terms of the quality of student feedback and student perceptions of the process. To explore these facets of the peer review process, three research questions were posed:
1. Can students generate feedback of sufficient quality to be useable by their peers, and does
the feedback produced focus on certain assessment criteria?
2. Does the approach to peer feedback generation vary with assessment?
3. Which part of the peer review process do students perceive to be the most useful and does
the quality of feedback a reviewer produce affect their perceptions of what is important?
