Thrive 28 - Task type and complexity for peer feedback

What types of task is suitable and not suitable for peer feedback?

Drawing parallel from Prof Min work on peer feedback in writing, coursework tasks for D&T/FCE/Art could be crafted for peer feedback if

(1) There is a common skill (research, formulate, ideate, develop, communicate, prototype) to be acquired by working on a project on a different topic.  

(2) Students appreciate it if it is related to enriching one's ideas (or content) through oral peer feedback. This is particularly applicable in the stage of ideation.

(3) Lower achieving students feel that they could gain a lot from peers as sometimes it is easier for them to receive suggestions from peers than from authoritative teachers. Seeing how their peer design (with video technology) exposed lower-achieving students to the quality process and product.  

How complex should the task be optimal for peer feedback?

But Task complexity should not be mixed up with feedback complexity due to task complexity. The feedback process for (a very complex task such as writing) an argumentative essay could be achieved by comparing two essays and stating a simple and better explanation. On the other hand, the feedback process for (a simple task such as sorting fractions) can be complex if the student is expected to state if the order is correct or wrong, give the reason why he thinks so and provide suggestions (not answer for his peer to try again). 



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