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Incorporating face-to-face peer feedback in a group project setting

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  • Ellis, Jennifer Butler
  • Riley, Mark E.
  • Shortridge, Rebecca Toppe

Abstract

We present a teaching strategy in which students provide fellow group project members with face-to-face feedback on their performance over the course of the project. The first step in the strategy is a classroom session covering important elements of the feedback process. Student groups then meet for two face-to-face feedback sessions; the first session occurs midway through the project and the second session occurs after the group has completed the project. Both sessions provide students the opportunity to deliver and receive feedback. Students who take part in this process gain valuable experience that they can apply throughout their professional careers. While we incorporate this strategy into our Master of Accounting Science program, the ideas and teaching strategies are transferable to upper-division and masters-level accounting courses. The process can also be adapted to settings where less time is available. Our goal is to provide educators with information and ideas that will enable them to implement similar strategies in their own courses.

Suggested Citation

  • Ellis, Jennifer Butler & Riley, Mark E. & Shortridge, Rebecca Toppe, 2015. "Incorporating face-to-face peer feedback in a group project setting," Journal of Accounting Education, Elsevier, vol. 33(4), pages 317-331.
    • Handle: RePEc:eee:joaced:v:33:y:2015:i:4:p:317-331
    DOI: 10.1016/j.jaccedu.2015.09.001
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    References listed on IDEAS

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    1. Luckmika Perera & Hoa Nguyen & Kim Watty, 2014. "Formative Feedback through Summative Tutorial-based Assessments: The Relationship to Student Performance," Accounting Education, Taylor & Francis Journals, vol. 23(5), pages 424-442, October.
    2. Pru Marriott & Lim Keong Teoh, 2012. "Using Screencasts to Enhance Assessment Feedback: Students’ Perceptions and Preferences," Accounting Education, Taylor & Francis Journals, vol. 21(6), pages 583-598, December.
    3. Fred Phillips & Susan Wolcott, 2014. "Effects of Interspersed versus Summary Feedback on the Quality of Students' Case Report Revisions," Accounting Education, Taylor & Francis Journals, vol. 23(2), pages 174-190, April.
    4. Elizabeth Gammie & Morag Matson, 2007. "Group Assessment at Final Degree Level: An Evaluation," Accounting Education, Taylor & Francis Journals, vol. 16(2), pages 185-206.
    5. Curtis, Susan M., 2011. "Formative assessment in accounting education and some initial evidence on its use for instructional sequencing," Journal of Accounting Education, Elsevier, vol. 29(4), pages 191-211.
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    Cited by:

    1. Apostolou, Barbara & Dorminey, Jack W. & Hassell, John M. & Rebele, James E., 2016. "Accounting education literature review (2015)," Journal of Accounting Education, Elsevier, vol. 35(C), pages 20-55.

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