• By looking critically at others’ work, students gain insights that they can apply to their own work. As a result, students gain a better understanding of the criteria for success.
• Students learn to give feedback constructively and to process received feedback.
• Students actively work with the assessment criteria by which their own work is also assessed.
• Peer feedback can save the teacher time, provided that the process of giving and processing feedback is adequately supervised especially in the beginning.

• Using FeedbackFruits quickly becomes complex when you want to use advanced settings (Given reviews, Received reviews, Grading, Participation grading assignment). When you use only the basic functions (Instructions, Submissions) the use is simpler.
• It takes time to learn to work with FeedbackFruits in the beginning, both for you and the students. If you want to organize a simple peer feedback assignment, Canvas peer review is more user-friendly.
• You can only set one deadline per assignment in FeedbackFruits. Suppose you have different workgroups on different days, you can still only add one deadline for all these workgroups. However, you can create a separate assignment and corresponding deadline for each working group.

• When asking students to give each other feedback, a safe learning climate is crucial¹. Discuss this climate with students: what do they feel comfortable with? In doing so, take into account the cultural differences of your students. One idea is to anonymize the submissions or feedback providers.
• Giving constructive feedback is a skill that students need to develop. So here students need explicit instruction on this: how do you shape a comment, what do you pay attention to when giving feedback, and what criteria do you give feedback on?
• You can have students use the assessment matrix (rubric) of the assignment to give feedback based on this². In this way the feedback givers and receivers gain more insight into the assessment criteria of the assignment.

¹Winstone, N., & Carless, D. (2019). Designing effective feedback processes in higher education: A learning-focused approach. Routledge.

²Van Popta, E., Kral, M., Camp, G., Martens, R. L., & Simons, P. R. J. (2017). Exploring the value of peer feedback in online learning for the provider. Educational Research Review, 20, 24-34.