Learning activity

Peer feedback and self reflection on collaboration skills

A template for developing feedback literacy: students give peer feedback on group collaboration, then receive, reflect on, and respond to the feedback they get in return - all in one activity using the Learning Design Studio.

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Created by:

Matty de Jong

Vrije Universiteit Amsterdam

Pedagogy

Peer Review

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:

Feedback Literacy

Students will develop their ability to give specific, constructive, and behaviour-focused peer feedback on group collaboration, moving beyond vague observations to concrete and actionable insights.

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Reflective Capacity

Students will process and reflect on the feedback they receive, identifying patterns, recognising strengths, and setting concrete goals for improvement.

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Self-Development

Students will take ownership of their learning by responding to received feedback with a structured reflection, making the sense-making process visible and creating a documented basis for their own growth and development.

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Activity setup

Activity steps Activity goals Tools used In this activity

Peer feedback and self reflection on collaboration skills

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Activity steps

Please Note: This activity template is only available to users with access to Learning Design Studio

Read instructions: Students carefully review the instructions and learning outcomes of the activity before getting started.
Give peer feedback: Students respond to structured questions about how their group worked together, reflecting on what went well, what was difficult, and what they noticed about each other's contributions.
Received reviews: Students read the peer feedback given to them by their group members.
Reflection: Students write a guided reflection based on the feedback they received, identifying patterns, strengths, and concrete areas they want to improve.
Instructor feedback: The instructor provides feedback on each student's reflection and their ability to give, receive, and reflect on peer feedback.
Received reviews: Students review the instructor feedback they received.

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Learning Activities Used

Group Member Evaluation

Empowering students with a critical and collaborative space

In this activity

Unlike many peer feedback activities that stop after students have given feedback, this activity closes the full loop, guiding students through giving, receiving, and reflecting on feedback as an integrated learning experience where every step is visible and purposeful.
Students give structured, behaviour-focused feedback on their group's collaboration, responding to specific questions designed to encourage concrete and constructive responses rather than vague impressions.
The reflection is assessed using a shared rubric covering two dimensions: the quality of the peer feedback given and the quality of the reflection written in response, reinforcing that feedback literacy is a two-way skill.
Instructor feedback is included as a dedicated step, allowing educators to provide personalised feedback on each student's ability to give, receive, and reflect on peer feedback.
Educators end with a single overview of feedback quality and reflection quality per student, reducing complexity and providing a cleaner basis for follow-up coaching conversations.

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