Abstract:

In the Final Degree Project (TFG) course of the Bachelor’s Degree in Psychology at an online Spanish university, a pedagogical innovation initiative grounded in collaborative peer feedback was implemented over a four year period. This capstone course, situated at the culmination of undergraduate training, requires students to integrate knowledge acquired throughout their studies and to demonstrate competencies related to critical analysis, scientific communication, project planning, and reflective learning. Within this context, an academic workflow promoting active and sustained student engagement was introduced, centred on a structured peer review system.

The intervention was carried out across eight academic semesters, with two groups per semester comprising between four and eight students. The process was organized through shared digital folders where each student periodically uploaded their project progress to receive formative feedback from both the tutor and classmates. The activity was structured into five phases: initial project proposal, development of the theoretical framework, execution of fieldwork, drafting of conclusions and final report, and preparation of an audiovisual presentation. At designated points in the course schedule, all students were required to submit their progress and were encouraged to review and comment on the partial submissions of their peers as well as on the tutor’s feedback. This dynamic enabled each participant to both provide and receive continuous, diverse, and well reasoned feedback, contributing to the progressive refinement of all projects and fostering self assessment processes.

The results indicate that all participants—except one who withdrew for personal reasons—successfully completed their Final Degree Project. Improvements were observed in analytical rigor, methodological coherence, and the depth and quality of final reflections. Students particularly valued the opportunity to examine their peers’ work, which facilitated vicarious learning and strengthened self evaluation through comparison and critical reflection. Additionally, the collaborative environment mitigated feelings of isolation and enhanced the sense of academic support throughout the research process.

Overall, this experience demonstrates that incorporating collaborative feedback dynamics in the Final Degree Project course not only enhances academic performance but also reinforces competencies essential to professional practice in psychology. This approach promotes autonomy, critical thinking, scientific communication, and the ability to appraise both one’s own work and that of others using rigorous academic and ethical standards. The initiative underscores the potential of peer collaboration as a central element for enriching the learning experience and improving the quality of undergraduate research projects

Keywords:

Collaborative feedback, Peer assessment, Critical thinking, Reflective learning.