BPD3100 Applied Business Challenge
Assessment 2: Individual Reflection
According to research, studies have shown that providing constructive feedback can significantly improve student learning, overall performance and productivity. (AITSL, 2019) In the previous assessment, each group were given the role of being an assessor, by providing constructive feedback to another group and being assessed by receiving feedback in the areas that were lacking, to enable the group to adequately enhance their work accordingly. It is believed that high quality feedback leads to better performance as it creates an effective channel for communication and helps individual increase their skills and knowledge. (Li, Liu & Steckelberg, 2010) This reflection will provide an insight into how feedback is portrayed.
After receiving feedback from the other team and educator there was a number of improvements that needed to be made. It has been identified that our presentation included too many words on a single slide. It suggests that we recognise the key points to communicate the message across to the audience in a clear and concise manner. Daffner (2000) stated that slides should never be crowded and words should be kept to a minimum to emphasize the points the speaker is making. He also advised to avoid using a broad colour combination as it distracts the audience from the point being conveyed. (Daffner, 2000) Therefore, the background should be dark with a light colour font (For example, a medium blue background with either yellow or white lettering) to reduce eye straining. The inclusion of diagrams, graphs and company logo in slides can also help convey the message more effectively than words as it enables the audience to picture the talk rather than imagining.
Furthermore, we were suggested to carefully clarify and refine our S.M.A.R.T objectives as they did not meet the criteria. It states that we missed our marketing objectives as it was not clear how our team would promote our small business to the community to gain customers and bring awareness. Ryan Shelley (2020) has stated that goals are really important to set a destination for where you’re trying to go. It is important that we are setting the right goals that are specific, measurable, attainable, realistic and also time-bound as we want to see our business succeed and move forward. Therefore, taking time to effectively make our objectives smart is crucial in order to identify how the business will move forward and meet its demand.
Peer review is defined as a process of subjecting an author’s work, research or ideas to the scrutiny of others. (Kelly.J, Sadeghieh.T & Adeli.K 2014) It helps to identify whether the standard of work provided meets the criteria and expectation of others. The opportunity to evaluate and analyse the other team has enabled myself to identify some issues and key areas that were missing in the rubric criteria so that I can learn from their mistakes but also help the group to strive and fix those areas to a higher standard. Therefore, feedback is important as it gives an opportunity for positive criticism and allows individuals or team to improve their focus and results. In addition, to depicting a healthy communication flow.
Studies have suggested that meaningful peer and student self-assessment have the potential to positively contribute to student learning and achievement. Lam (2010), agrees as he articulates that trained peer review, plays a significant role in helping students improve their interim and final drafts. In addition to the use of scoring guides which are very useful and easy to express and evaluate one’s work through mediating improved performance and self-regulation. (Signorini, 2014) Although, I thought I had marked the group’s presentation a bit harsh, such as giving them a score of two out of five for their strong visuals and engagement. However, this would benefit them in the future rather than sympathizing and talking highly of them when in fact the pitch was mediocre. By providing constructive feedback such as ‘the information provided was easy to read and expanded upon however, S.M.A.R.T objectives were missing from the pitch’ would allow them to improve on this area to get a higher result.
Overall the activity of peer evaluation has allowed myself to critically analyse and provide constructive feedback in order to substantially reflect on the positives and negatives of one’s presentation. It enabled me understand the important pointers to remember such as engaging with the audience through asking questions and interacting with them as well as making sure key points are being communicated across clearly so the audience can have a better understanding of the business pitch. Therefore, the feedback received from both the group and educator will greatly benefit the team and I to acknowledge our strengths and weaknesses for future assignments.
References
Australian Institute for Teaching and School Leadership Limited (AITSL), 2019,
‘Reframing feedback to improve teaching and learning’ viewed 02 March 2020,
<https://www.aitsl.edu.au/docs/default-source/research-evidence/spotlight/spotlight- feedback.pdf?sfvrsn=cb2eec3c_12>
Daffner, RH 2000, ‘On Improvement of Scientific Presentations: Using PowerPoint’ AJR Am J Roentgenol, vol.5, pp.40-52.
Kelly.J, Sadeghieh.T & Adeli.K 2014, ‘ Peer Review in Scientific Publications: Benefits, Critiques, & A Survival Guide’
Lam, Ricky, 2010, ‘A Peer Review Training Workshop: Coaching Students to Give and Evaluate Peer Feedback’, . TESL Canada Journal, Vol. 27 Issue 2, p114-127 Li, L, Liu, X & Steckelberg, A L 2010. “Assessor or assessee: How student learning improves by giving and receiving peer feedback’ . British Journal of Educational
Technology, vol. 41, no. 3, pp. 525-536.
Signorini, Adriana 2014,’ Involving Undergraduates in Assessment: Assisting Peers to Provide Constructive Feedback’ Assessment Update, Vol. 26 Issue 6, p3-13
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