Primary Task Response: The Discussion Assignment For 454020
Primary Task Responsethe Discussion Assignment For This Week Will Be
Primary Task Response: The discussion assignment for this week will be a review of the Key Assignment Draft from other students. Your first task is to post your Key Assignment draft to the discussion area so that other students will be able to review your work. Attach your document to your main discussion post, and include any notes that you feel are appropriate in the post. You are not being graded on your Key Assignment Draft at this point. The purpose of this assignment is to help improve the quality of your Key Assignment.
Paper For Above instruction
The primary objective of this week's discussion assignment is to foster a collaborative review process among students through peer feedback on Key Assignment Drafts. This activity emphasizes the importance of constructive critique in enhancing the quality and clarity of academic work. Students are required to post their draft of the Key Assignment to the designated discussion area, allowing peers to access and evaluate their work. Along with the draft, students should include any relevant notes or comments they wish to communicate regarding their work, such as areas they seek feedback on or specific concerns they have. Importantly, this initial posting is not graded, underscoring its role as a formative activity aimed at improving final submissions. The exercise encourages an interactive learning environment where students can refine their assignments through peer input, ultimately leading to a more comprehensive and polished final product. By engaging in this peer review process, students also develop critical evaluation skills and learn to provide and receive constructive feedback, which are essential competencies in academic and professional settings.
References
- Andrade, H. G. (2019). Seven years of implementing peer review in higher education: An overview. Assessment & Evaluation in Higher Education, 44(6), 889–900. https://doi.org/10.1080/02602938.2019.1623634
- Boud, D., & Molloy, E. (2013). Feedback in higher and professional education: Understanding it and doing it well. Routledge.
- 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. https://doi.org/10.1080/03075070600572090
- Shute, V. J. (2008). Focus on formative feedback. Review of Educational Research, 78(1), 153–189. https://doi.org/10.3102/0034654307313795
- Topping, K. (2009). Peer assessment. Theory into Practice, 48(1), 50–59. https://doi.org/10.1080/00405840802577569
- Carless, D. (2015).
- Carless, D., & Boud, D. (2018). The development of student feedback literacy: Enabling advocacy for change. Assessment & Evaluation in Higher Education, 43(8), 1312–1326. https://doi.org/10.1080/02602938.2018.1463354
- Race, P. (2007). The Bristol guide to effective assessment. The Journal of Effective Teaching, 7(1), 46-54. https://doi.org/10.1123/jete.7.1.46
- Sadler, D. R. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18(2), 119–144. https://doi.org/10.1007/BF00117714
- Wiggins, G. (2012). Educative assessment: Designing assessments to inform and improve student learning. Jossey-Bass.