This mixed-method action research explores how peer feedback influences performance quality as measured by pre- and post- Performance Based Assessments (PBAs) in a suburban high school orchestra program. Students used “oreos” as a structure to provide a piece of positive feedback, a piece of constructive criticism, and a second piece of positive feedback. Beginning, Intermediate, and Advanced orchestra students gave and received feedback during three iterations of “oreos:” self-reflection “oreo,” stand partner “oreo,” and other section “oreo.” Their performance quality was measured by two teachers in a pre-test PBA and a post-test PBA. Results show that though the change in PBA score was positive, it was not statistically significant; however, the “oreos” provided students the structure to identify and define what elements constitute a good performance, to give and receive detailed feedback, and to continually promote the feedback loop.