 Incorporating face-to-face peer feedback in a group project settingJennifer Butler Ellis, Mark E. Riley and Rebecca Toppe Shortridge Journal of Accounting Education, 2015, vol. 33, issue 4, 317-331 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. Keywords: Feedback delivery; Feedback receipt; Group projects; Face-to-face peer feedback (search for similar items in EconPapers) Downloads: (external link) Related works: Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text Persistent link: https://EconPapers.repec.org/RePEc:eee:joaced:v:33:y:2015:i:4:p:317-331 DOI: 10.1016/j.jaccedu.2015.09.001 Access Statistics for this article Journal of Accounting Education is currently edited by Natalie Tatiana Churyk More articles in Journal of Accounting Education from Elsevier |
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