Feedback
is an important part of the learning process for all
students at all levels of education. But how does one
give substantive, meaningful feedback to a colleague
and peer without ‘hurting their feelings’?
First, it’s important to accept that giving (and receiving) feedback
in this course, is meant to improve the quality of written work, and
that it should never be intended as a critique of one’s person. Rather,
it is a way to collaborate and share in the learning process, and possibly,
to expand our thinking in new directions. We are all at different stages
in our development as teachers, and this collaboration should be undertaken
in a collegial spirit, with an eye toward understanding oneself and strengthening
teaching practice for the benefit of ourselves, our colleagues and ultimately,
our students.
Furthermore,
since so many of us incorporate peer editing and peer
evaluation into our own classrooms, it is important
that we ourselves experience the peer feedback process
and can effectively model it for our students.
Effective
feedback is specific feedback, rather than the
generic “You did a great job.” Thus, please offer
the following specific feedback to your colleagues’ written
work by using the research
paper evaluation rubrics as a basis:
-
mention 1-2 strengths of the paper
- mention something new or interesting that you learned after reading
the paper
- mention 1-2 things that could be improved to make the paper stronger
- note clearly whether the posted guidelines for the assignment seem
to have been met (or not), and if not, note where there needs to be further
discussion
-
note whether there might be some structural/grammatical
improvements that would aid in flow/comprehension/presentation,
etc.
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