Student perspectives on formative feedback as part of writing portfolios

2019 ◽  
Vol 44 (7) ◽  
pp. 1017-1028 ◽  
Author(s):  
Monika Bader ◽  
Tony Burner ◽  
Sarah Hoem Iversen ◽  
Zoltan Varga
Keyword(s):  
Student Perspectives ◽  
Formative Feedback ◽  
Writing Portfolios

scholarly journals A REFLECTION ON USING FACE-TO-FACE PEER REVIEW AS A METHOD OF PROVIDING FORMATIVE FEEDBACK

2018 ◽  
Author(s):  
Jeffrey Harris ◽  
Julia Filiplic ◽  
Hema Nookala ◽  
Nicholas Petrelli
Keyword(s):  
Student Engagement ◽  
Peer Review ◽  
Student Perspectives ◽  
Formative Feedback ◽  
Face To Face ◽  
Work In Progress ◽  
Oral Presentations

 Abstract –Face-to-face peer review was introduced into a third-year engineering course as a mechanism for providing formative feedback on written reports and oral presentations. The design of the peer review exercises are a work-in-progress, and in this paper we present our reflections on the first experience of using peer review in this course. As authors, we are the course lecturer and three students, and so we present our reflections from both instructor and student perspectives. Through our reflections, we identified that peer review was a valuable tool for formative feedback. We suggested that student engagement could be increased by improving the structure how peer review was implemented in the course.  

Leadership Experiences: Student Perspectives

2014 ◽  
Author(s):  
Juliet Meggs ◽  
Christopher Allen ◽  
Raul A. De La Cruz
Keyword(s):  
Student Perspectives ◽  
Leadership Experiences
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