Continuous assessment for learning: issues of multiple instances of peer feedback in a university course

In the context of continuous assessment for learning in a university course French-speaking Switzerland, this article studies students’ perception when they receive multiple instances peer feedback on written academic assignment carried out small collaborative groups. How do students, who are both assessees and assessors, perceive these feedback, especially led to compare them regulate their own initial work skills? This analyses detail processes feelings at play students notice similarities differences between received produced. Conceptual considerations proposed around notions internal comprehensive metafeedback, seen as contributing regulation involved.