Improving self-reflection and peer feedback
journal contributionposted on 08.06.2017, 02:31 by Anderson, Eve, Neild, Jane
Skilled managers of conflict need to continuously engage in self-reflection and need to be constantly open to feedback. According to Kolb's experiential learning theory, the important stages of learning are experience, reflection on practice and reconceptualisation before re-experiencing. Therefore, when teaching Managing Conflict, there are two mutually reinforcing reasons for requiring students to engage in self and peer assessment; they are effective learning techniques and they are important practitioners' skills. With this in mind, the assessment tasks for this subject required students to engage in self and peer assessment. However implementation proved difficult. Students felt that peer assessment and engaging in the process of self assessment were difficult. Drawing from the literature and feedback from students, these tasks were refined in 2006 to focus on peer feedback and self-reflection. This paper presents the rationale for the changes and explains the expected benefits. It then draws from student feedback to give a preliminary evaluation of the success of self-reflection and peer feedback and identifies opportunities for further improvement.