Feedback

Peer Feedback

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As part of the Academic and Professional skills module we were tasked with providing formative feedback to our peers on various assignments, most of which can be found in the Reflections tab. I found both giving and receiving feedback from my classmates to be very helpful, it particularly aided in improving my critical writing, which has been identified as a weakness in my SWOT analysis, as seeing how other students had utilised their reflections to improve their skills provided a clear view of how I could do the same. It was also interesting to see the different writing styles and interpretations of the task at hand as we have all come from different backgrounds with varying levels of both academic and professional experience. It also provided more areas that could be acted upon than if we just received feedback from our lecturer and so potentially had greater chances of self improvement (Van der Pol et al., 2008). 

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We also had to do self feedback which provided a more focused view on how improvements can be made to our academic writing as the feedback included answering task specific questions (Nico and Macfarlane-Dick, 2007). I found doing this was also particularly helpful as the questions often offered a different perspective on the task and highlighted areas that I had overlooked. 

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As part of this portfolio, I have left feedback on some of my peers websites, as shown below. 

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There is also opportunity for my peers to leave any feedback they have at the bottom of this page.  

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References

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van der Pol, J., van den Berg, B. A. M., Admiraal, W. F., & Simons, P. R. J. (2008). The nature, reception, and use of online peer feedback in higher education. Computers and Education, 51(4), 1804–1817. https://doi.org/10.1016/j.compedu.2008.06.001

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Nicol, D. J. & Macfarlane-Dick, D, (2007). Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199-218 https://doi.org/10.1080/03075070600572090

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