一句话：研究软件设计课程中同伴反馈的类型与使用，提出促进有效反馈的指南。
软件设计学习具有挑战：问题常有多种解法，学生难以判断自己表现。同伴反馈可帮助学生从错误中学习。本文研究三年级信息学本科软件项目课程中的同伴互评，要求学生给出反馈并回应收到的反馈，以识别学生认为有帮助的反馈类型、为如何给出好反馈提供指导，并了解学生如何利用反馈改进设计。结果表明，学生重视：明确的正面反馈、带具体示例的反馈，以及将语法与语义分开的反馈。作者据此提出促进有帮助同伴反馈的指南，并发现学生完成作业的动机或认真程度会影响其将反馈纳入设计的意愿。
Students find learning to design software challenging. There are often multiple ways to solve a problem, and it is not easy to recognise how well one is doing. Feedback from the lecturer, teaching assistant, or peers may help students learn from their mistakes. In this paper, we study students giving and receiving peer feedback on software design to discover the type of feedback that students find helpful, to provide guidance in giving good feedback, and to learn how students use the feedback they receive to improve their design. We examine data from a software project course for third-year informatics bachelor students. We asked students to give peer feedback and respond to the feedback they received. We discovered that students value i) explicit positive feedback, ii) feedback with specific examples, and iii) separate feedback on syntax and semantics. We present guidelines for stimulating helpful peer feedback and found that students’ motivation or seriousness in working with the assignment affects their willingness to incorporate the feedback they received into their design.