Most Adults Have Provided And Received Feedback At Some Poin
Most Adults Have Provided And Received Feedback At Some Point Either
Most adults have provided and received feedback at some point, either at work, school, or home. In an educational environment, when students give each other feedback, it is known as peer reviewing. Peer reviewing, as defined in the Discussion Assignment reading, is an exchange of feedback on students’ assignments. An example of peer reviewing that you have experienced in prior units of this course is when a peer responded to your Discussion post with positive feedback (e.g., what he or she liked about your ideas) or constructive feedback (e.g., which ideas need further development). This exchange of feedback can have both a positive and negative impact on the person receiving the criticism.
Think about your experiences with receiving and giving feedback through peer reviewing and respond to the following prompts: Describe your experiences with peer reviewing, including situations that were positive and situations that were not as positive. How does peer reviewing at school compare to giving/receiving feedback outside of school, such as at work, home, or even on the Internet (e.g., posting a comment to a video you watched)? Describe the type of feedback that you find helpful when going through the peer review process. How do you typically respond to receiving feedback? What actions do you generally take based on the feedback you receive?
Paper For Above instruction
Feedback is an integral aspect of communication, personal development, and professional growth. As adults navigate various environments—educational, workplace, and social—they encounter opportunities to give and receive feedback, which can influence behaviors, attitudes, and outcomes significantly. My personal experiences with peer reviewing, both positive and negative, have shaped my understanding of its role and importance in fostering improvement and mutual understanding.
Experiences with Peer Reviewing
My initial foray into peer reviewing occurred during a university course where we were required to exchange feedback on each other's essays. These experiences were largely positive; peers often pointed out strengths I hadn’t noticed, such as clarity of argument or effective use of evidence. Such affirmations boosted my confidence and motivated me to refine my writing further. Conversely, I encountered less constructive feedback when peers offered vague or overly critical comments without suggestions for improvement. For example, a peer once simply wrote, “This needs work,” which was unhelpful and left me unsure of how to improve. These instances underscored that effective peer reviewing requires specific, actionable feedback rather than general criticisms or praise.
Comparison with Feedback Outside of Academic Settings
Feedback outside of school, such as at work or home, often mirrors academic peer reviewing but can differ in tone, intent, and impact. In professional settings, feedback tends to be more formal and goal-oriented, focusing on performance improvement, productivity, and collaboration. For example, during performance reviews at work, managers provide structured feedback tied to key performance indicators, often accompanied by development plans. This process tends to be more deliberate, with clear expectations and outcomes.
In social contexts, especially online, feedback can be more spontaneous and less moderated. Comments on videos or social media posts, for instance, may be positive, supportive, or harsh and, at times, anonymous. This anonymity can lead to more blunt or even hurtful comments, which can influence self-esteem and online interactions negatively. Unlike formal peer reviewing, online feedback is often less constructive and more emotionally driven, reflecting individual biases or frustrations.
Preferences for Helpful Feedback
When participating in peer reviews, I find constructive, specific feedback most useful. Feedback that highlights what was done well encourages continued effort, while detailed suggestions for improvement help me understand exactly what adjustments are needed. For example, instead of a vague comment like “Your argument is weak,” helpful feedback would specify, “Your thesis statement could be more clear, and providing additional evidence would strengthen your argument.” Such specificity allows me to focus on tangible areas for enhancement.
Responses to Receiving Feedback
My typical response to feedback is to approach it with an open mind, recognizing that it’s aimed at my growth rather than personal criticism. I make a conscious effort to distinguish between constructive feedback and overly critical or unhelpful comments. Based on the feedback received, I usually take actions like revising my work, seeking clarification on unclear points, or reflecting on the suggestions to improve future efforts. For example, if I receive feedback about organizational issues in my writing, I re-examine my structure and reorganize sections to improve clarity. This iterative process of review and revision tends to enhance my skills and confidence over time.
Importance of Effective Feedback
Effective feedback fosters learning and development, especially when it is clear, specific, and delivered with a constructive intent. It helps individuals identify their strengths and areas for growth while promoting a collaborative environment. Furthermore, understanding how to give and receive feedback appropriately is crucial in all areas of life, enabling better communication, stronger relationships, and continuous improvement. Adults who develop these skills can navigate social and professional landscapes more successfully, ultimately contributing to personal and organizational success.
Conclusion
In conclusion, my experiences with peer reviewing have shown that constructive, specific feedback is invaluable for growth. The comparison of peer reviewing inside and outside of school reveals that context and tone influence the impact of feedback. Approaching feedback with an open mind and acting upon it thoughtfully can significantly enhance personal and professional development. As adults, honing the ability to give and receive feedback effectively is essential for fostering improvement, collaboration, and mutual understanding across all facets of life.
References
- Boud, D., & Molloy, E. (2013). Rethinking models of feedback for learning: the challenge of design. Assessment & Evaluation in Higher Education, 38(6), 698-712.
- Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112.
- Shute, V. J. (2008). Focus on formative feedback. Review of Educational Research, 78(1), 153-189.
- Brookhart, S. M. (2017). How to give effective feedback to your students. ASCD.
- Carless, D. (2007). Authorial voices and feedback literacy: Exploring students’ engagement with assessment feedback. Assessment & Evaluation in Higher Education, 32(2), 219-233.
- Lizzio, A., & Wilson, K. (2008). Feedback and goal setting for academic success. Journal of Higher Education, 32(4), 413-429.
- Black, P., & Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability, 21(1), 5-31.
- Carless, D. (2015). Reconceptualising feedback: A key to improving student learning? Studies in Higher Education, 40(2), 219-231.
- Nicol, D. J., & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199-218.