Examples of feedback directions
Example 1: Written report
In class, the instructor explains to students that they will be doing a peer feedback assignment per the instructions below. Students will bring to class a draft of their 1-page reports. Working in pairs, students will provide each other with feedback. The instructor also explains that peer feedback is being provided during class time because not all students will feel comfortable emailing their work to a peer or putting it online for a peer to read even anonymously. In addition, the instructor would like students to develop the skill of speaking to peers about their work. The instructor hopes this peer feedback assignment will have a positive influence on teamwork during the course. For the peer feedback assignment, students are asked to complete the reviewing form below that contains checklists and questions. Students will have 5 days to revise their reports, and then, they will submit them to the instructor.
Example 2: Oral presentation
In preparation for oral presentations that will be given in class the following week, students are giving each other feedback in class today on practice runs of their presentations. Providing this peer feedback is an in-class activity that is not for grades. The instructor has distributed two copies per student of a peer feedback form of guiding questions (see below). The instructor has intentionally posted the peer feedback form to myCourses a couple of weeks earlier so that students can become familiar with it in advance of the in-class activity. Before the peer feedback begins, students practice applying the guiding questions in-class to an example presentation on YouTube. The instructor has students do this example to ensure they understand how to give feedback to their peers. The instructor assigns students to groups of three, making sure that each group has students speaking on a variety of topics. Each student takes a turn presenting to two peers. Peers address the questions in writing and give the sheet to the presenter after the presentation. The written feedback is accompanied by oral comments. In other words, the groups discuss peers’ presentations, using the questions to guide discussion.
Example 3: Newspaper article
Students will write a maximum 500-word news article about a topic in immunology aimed at a lay audience. They should approach this article as though they are telling a story. Questions for students to consider: What background information is necessary? What are the main reasons why this topic is important? Why should the public care? What is the take home message?
Students submit a draft of their writing —without their name or other identifying information—to the software program set up for peer feedback. They will receive feedback on the draft from three peers. The process is double-blind: the author won’t know which peers are providing feedback and peers won’t know whose work they’re reading. The instructor, however, will be able to identify all students’ submissions and feedback. After students read the feedback from their peers, they provide feedback to their peers on the quality of the feedback they received. A detailed assignment description, including how much the peer feedback and “back evaluation” (feedback on the feedback) count toward students’ grade, is in myCourses. All submission deadlines are posted in myCourses.
Example 4: Essay outline
Students have to submit an essay in three weeks. In the essay assignment description, students see:
The purpose of the essay is for you to develop your awareness of how to support an argument. In preparation, they have to submit a bullet-point outline to a discussion forum in myCourses for peer feedback. The purpose of the peer feedback assignment is for you to reflect on and make informed decisions about how to build and support your own arguments through critical assessment of the quality of support peers provide for their arguments.
The instructor has placed students in online groups of three. Students post their respective outlines either as a Word attachment or as text in the body of the discussion post. Students have one week to provide feedback to the two peers in their group. The deadline is important so that students can use the feedback to improve their draft essays in time for the submission deadline. Students have to address three guiding questions:
Which is the strongest piece of support for the working thesis?
Which is the weakest piece of support for the working thesis?
What additional evidence or examples might further support the working thesis?
In order to support students with giving constructive comments, an example of feedback has been posted to myCourses. Students receive 1 mark for addressing each of the 3 questions.
Example 5: Written reflections on course readings
To encourage students to do course readings, the instructor has students write short reflections that address the weekly readings. Students post these reflections to a myCourses discussion forum where they have been assigned to groups that reflect their registration in the in-class tutorial groups. Students must read and provide feedback on their peers’ reflections. They then rate their peers’ reflections using a 5-star scale, and they must provide comments to support their rating. The discussion forum is set up to allow students to post anonymously or not. Students make the choice.
Example 6: Feedback on presentation visuals
In preparation for oral presentations that will be given in class in two weeks, peers will give each other feedback on the value of their visual materials. Students are assigned to small groups in myCourses. The instructor has posted these instructions:
☐ If you are using slideware, video capture approximately 1.5 minutes of yourself (voice) delivering your presentation while showing the slides. Upload the screen capture to the Discussion forum in myCourses.
☐ If you are using a handout, upload a copy of the handout and an audio recording of yourself talking about how you designed it (e.g., what you chose to include and why; how you ordered the information and why).
☐ If you are using the board, upload a document that illustrates what you will write on the board and an audio recording of yourself talking, for example, about what you chose to write and why, and when you will write the content and how it will support your oral delivery.
☐ If you are using visuals such as physical objects, upload images of these objects and an audio recording of yourself talking, for example, about why you chose these objects, when you will show them and how they will support your oral delivery.
View/listen to your group members’ materials. Provide feedback on the value of the visual aids according to best practices or specific criteria discussed in class and in course readings. You can provide feedback in myCourses by attaching an audio file to your post or posting written comments. Each member should provide feedback to three peers.
Guidelines for giving peer feedback: Your feedback must be constructive and respectful. It is good practice to balance feedback by saying something positive in addition to addressing areas for improvement. Provide ideas for improvement in the form of a suggestion. For each piece of feedback you offer, provide a concrete example so that your peer understands what you mean. For example:
The content in your handout is difficult to follow [area to improve] because there is a lot of full text [concrete example]. Consider writing content in point form and/or using headings [suggestion for improvement]. It was a good idea to include your name, your presentation title, the date and the presentation venue in the header [something positive].
The instructor has also included information for students about assessment:
Each peer feedback posting is worth 5%. You will be assessed on the quality of your feedback, namely, the inclusion of positive comments, comments on areas to improve, concrete examples to support your comments, and concrete suggestions for improving any weak areas you identify.
If you fail to post your materials by the due date, you forego the right to receive a grade for giving feedback.
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