Learning activity

Group member evaluation and reflection

Enable students to give substantive and considered feedback to their peers after a group project.

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Created by:

Siok Sim Quah

Temasek Polytechnic

Pedagogy

Collaborative Learning

Learning outcome

Prep time

Intermediate (10-30 min)

Activity type

Learning Activity

Why this learning activity?

Learning activities targeting high-order skills like this one can help you activate students more effectively. This learning activity will help you with:

Provide Constructive Feedback

Students will evaluate peers’ contributions fairly and respectfully, focusing on commitment, participation, responsibility, teamwork, and quality of work.

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Enhance Reflective Skills

Students will reflect on the feedback they receive to identify areas for personal growth and improvement in collaborative projects.

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Promote Accountability and Collaboration

Students will demonstrate understanding of effective teamwork by recognizing and articulating both strengths and areas for improvement in group dynamics.

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Activity setup

Activity steps Activity goals Tools used In this activity

Group member evaluation and reflection

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Activity steps

Read instructions: Students carefully review the instructions and learning outcomes of the activity.
Provide peer feedback: Students anonymously evaluate their peer’s group work skills using the criteria provided
Received reviews: Students read their received feedback
Reflection: Students reflect on how they can implement the feedback in future work
Grading: Grades are based on the average ratings received from reviewers

Learning Activities Used

Group Member Evaluation

Empowering students with a critical and collaborative space

In this activity

Multiple-choice questions are included to help students explore active learning and technology-enhanced teaching, while prompting reflection on how these principles could be applied in their own courses. These questions can be modified or expanded to fit your course context.
A reflection step is incorporated to provide students time to consider how the principles addressed in the Interactive Document can be implemented in their own teaching practice.
The activity uses a scenario-based consulting approach, placing students in the role of an advisor to “Professor Garcia,” which encourages critical thinking and practical application of theory.
Engagement with the Interactive Document is structured to combine comprehension checks, reflection prompts, and scenario-based inquiry, modeling effective active learning design for students.