Is peer feedback an effective approach for creating dialogue in Politics?

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dc.contributor.author Blair, Alasdair en
dc.contributor.author Curtis, Steven en
dc.contributor.author McGinty, Sam en
dc.date.accessioned 2012-07-13T10:24:45Z
dc.date.available 2012-07-13T10:24:45Z
dc.date.issued 2012-03-16
dc.identifier.citation Blair, A., McGinty, S. and Curtis, S. (2012) Is peer feedback an effective approach for creating dialogue in Politics? European Political Science, 12 (1), pp. 102-115 en
dc.identifier.issn 1680-4333
dc.identifier.uri http://hdl.handle.net/2086/6362
dc.description.abstract Feedback practices have recently come under increasing scrutiny, most notably because of the impact of the National Student Survey. This article draws on the work of a National Teaching Fellowship Scheme funded project that seeks to identify, evaluate, develop and promote ways to improve feedback to students within the discipline of Politics. The article contends that student dissatisfaction with assignment feedback coupled with increased pressures on teaching time calls for a new approach to feedback delivery in the teaching of Politics. At the centre of this is the issue of encouraging lecturer and student dialogue around learning by developing peer feedback. This means moving away from a ‘transmission’ approach to feedback, to techniques which involve discussion and reflection. In this article we consider the literature on one approach by focussing on student-to-student peer feedback. Through an exploration of the literature we argue it offers an effective way to support student learning. en
dc.language.iso en en
dc.publisher European Political Science en
dc.subject dialogue en
dc.subject peer feedback en
dc.subject students en
dc.subject reflection en
dc.title Is peer feedback an effective approach for creating dialogue in Politics? en
dc.type Article en
dc.identifier.doi http://dx.doi.org/10.1057/eps.2012.2
dc.peerreviewed Yes en


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