Learning, feedback from the teacher and peer-review: limits and potential

We went from an informative to a transformative culture of feedback; from a model in which the learner had a passive reception function (from the teacher to the learner), to one in which the learner is able to manage and self-regulate his own learning to improve it (communication between teacher and learner; peer-review), also with a view to preparing the learner for entry into a profession. This article aims to highlight the limits and potential of feedback and peer-review in the learning evaluation process, in the light of national and international research on the topic.