Developmental peer feedback has been suggested as a method for providing students with individual feedback critical to the learning process. However, many faculty members are reluctant to employ peer feedback citing fear of student responses, student feedback capabilities, unfamiliarity with the process, and time constraints in and outside of class. Addressing faculty concerns, this article describes a peer feedback intervention, which adapts the academic journal review process and creates mutually beneficial outcomes for both faculty and students. Students build feedback capacity while improving project quality. Faculty members share the responsibility for providing feedback while enhancing student learning.
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