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dc.contributor.authorBlair, Alasdairen
dc.contributor.authorCurtis, Stevenen
dc.contributor.authorMcGinty, Samen
dc.date.accessioned2012-07-13T10:24:45Z
dc.date.available2012-07-13T10:24:45Z
dc.date.issued2012-03-16
dc.identifier.citationBlair, A., McGinty, S. and Curtis, S. (2012) Is peer feedback an effective approach for creating dialogue in Politics? European Political Science, 12 (1), pp. 102-115en
dc.identifier.issn1680-4333
dc.identifier.urihttp://hdl.handle.net/2086/6362
dc.description.abstractFeedback 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.isoenen
dc.publisherEuropean Political Scienceen
dc.subjectdialogueen
dc.subjectpeer feedbacken
dc.subjectstudentsen
dc.subjectreflectionen
dc.titleIs peer feedback an effective approach for creating dialogue in Politics?en
dc.typeArticleen
dc.identifier.doihttp://dx.doi.org/10.1057/eps.2012.2
dc.peerreviewedYesen


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