Conducting peer feedback exercises requires guidance, structure: Editorial


Peer-review exercises can offer distinct benefits to the classroom, but require clear guidance and structure, write Katherine Shwetz and Maria Assif. Drawing on their research and learning experiences, Shwetz and Assif explain that peer-led feedback exercises can leave students and instructors feeling drained, frustrated, and insecure. They offer six pieces of advice to make the process more rewarding, which include sharing the rationale for the activity, modelling appropriate feedback in class, and integrating reflective elements into the exercise. “[T]eaching feedback, instead of just assigning feedback, can go a long way toward improving the experience and learning outcomes for your students,” write Shwetz and Assif.

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