PEER FEEDBACK ASSIGNMENT
  Purpose: There is a well known adage in education, "All of us is smarter than any one of us". Because of the different experiences we have all had, we create different filters about our interpretation of things. Writers' have editors because it's hardest for them to see their own mistakes. We often ask friends, how do I look or how did I do. It is often asked, "what is the meaning of life?". I think it is to better understand it and see it from a higher vantage point. This means taking in others' perspectives as well. We can learn a great deal from each other and in this class we want you to encourage you to do that. There will be a number of opportunities for you to help each other by providing feedback to members in your group. Research has found that Peer evaluation can be a useful and valuable tool in helping students to develop their critical skills and insight into the evaluation process. By making a critical appraisal of another student's work or performance, students can begin to understand the requirements of the curriculum and the teacher.
  Procedure: You will be assigned to work with a group of four other students from your class. They will send you copies of their autobiography three times. Their first version, a revision based on the first round of feedback offered and a third and final document.
9/23 (1) Place first version of Auto Bio in group folder and a copy into teachers drop box on TWP
9/28 Provide Feedback to others using Word Markup Language on the document and general comments in the discussion tool.
9/30 (2) Place second version in group folder and a copy into teachers drop box on TWP
10/5 Provide Feedback to others using Word Markup Language on the document and general comments in the discussion tool.
10/7 (3) Place a third version in group folder and a copy into teachers drop box on TWP
This is the Feedback Rubric and Professor Morris and Lathem will use to assess your feedback skills so let it guide the feedback you offer your classmates in your group.

Criteria

D

C

B

A
Specificity of Suggestions and Questions No criteria in content or visual literacy rubrics used Little attention to criteria in rubrics, general suggestions or questions: ie.."I like your autiobio its cool." Good attention to criteria in rubrics and class lessons. Specific questions asked. Good attention to criteria in rubrics and some ideas suggested not in rubric. Original ideas and sharing of learning.
Constructive Nature of Feedback Comments only criticize work and are not professional. Most comments point out mistakes but do not offer suggestions Feedback is respectful, professional and polite and offers some suggestions as well as points out some good qualities of autobio. Feedback is respectful, professional and offers suggestions in a positive manner as well as points out new things or exceptional things seen in your work.
Timeliness of feedback no feedback given .feedback given but too late to help students feedback mostly timely feedback always given in a timely manner as indicated by the schedule above.
Mechanical use of TWP disscussion area and Mark up language to provide Feedback doesn't use markup language at all. Answers wrong person, can't see or download their autobio or upload their own. markup language only used at the end of the autobio. Difficulty downloading and uploading it. Markup language used correctly but confusion in uploading or downloading documents. Mark up language used correctly and no difficulty in down loading and uploading to appropriate TWP folder.
Ability to receive and accept feedback No changes in auto bio assignment based on feedback Just accepts all changes suggested by peers. Accepts some changes but never questions whether this is a good suggestions. Questions some feedback for clarification and accepts it if others agree.