Unstructured peer observation without guidance produces vague, negative feedback that is unhelpful to presenters¶

Claim · All claims
Evidence · 1 study · design r2 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? When students observed peers' technical seminars without guidance on what to observe, their feedback was vague, highlighted negative aspects, and was judged neither useful to observers nor presenters. → Vani 2015

Evidence¶

Vani 2015¶

V. Vijaya Vani. (2015). The Impact of Peer Observation and Feedback on Technical Seminar Presentations: A Constructive Model. i-manager's Journal of English Language Teaching, Vol. 5, No. 3, July-September. https://www.teachingenglish.org.uk/article/peer-observation

q2 · i? · design · r2

Analysis of the first spell, in which a group of 10 students observed presentations by 10 students and gave feedback without guidance. The author reports the feedback was vague, highlighted negatives, and generated confusion; the outcome was judged not useful to either group.

"It is obvious from the above “feedback” that the observers focused on elements of personal interest. It can be considered as vague and it highlighted the negative aspects of the presenters."

Discussion¶

Related Claims¶

• Peer observation and feedback increased student participation, interest and sense of responsibility in technical seminar presentations — reports the opposite
• Students reported feeling more comfortable giving technical seminars before peers than before teachers — related
• A structured feedback format enabled peer observers to observe systematically and helped presenters identify areas to improve — related
• Peer Feedback Improves Writing — related