peer presentation feedback form high school

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Presentation Peer Feedback Form

A presentation peer feedback form is used by students to give feedback on presentations that their peers have created in the classroom. Whether you teach high school, college, or university, give your students the opportunity to give each other constructive criticism. Collect effective feedback for presentations with a free Presentation Peer Feedback Form. Just customize the form template, embed it on your website, and watch as submissions are automatically sent straight to your Jotform account.

Every presentation is different, so customize your Presentation Peer Feedback Form by changing fonts, colors, and backgrounds with our easy-to-use Form Builder. If you’d like to send responses to your other accounts — such as Google Drive, Dropbox, Box, or Airtable — do it automatically with Jotform’s 100+ free integrations. You can even analyze feedback results with Jotform Tables or Jotform Report Builder! Make the most of your classroom with a free Presentation Peer Feedback Form.

More templates like this

Peer Evaluation

A Peer Evaluation form is a form template designed to streamline the process of collecting feedback and evaluations from peers in the workplace. With this peer feedback form, Human Resources departments can eliminate paperwork and gather all evaluations online. The form includes questions about feedback for success in the job, the person's strengths and weaknesses, and their ability to collaborate with other team members. This form is essential for HR professionals looking to gather comprehensive feedback on employees' performance and foster a culture of continuous improvement within the organization.Jotform, a user-friendly and drag-and-drop online form builder, provides a seamless experience for creating and customizing the Peer Evaluation form. With Jotform's extensive field options and widgets, HR professionals can easily tailor the form to their specific requirements. Additionally, Jotform offers integration capabilities with popular apps and services like Google Drive, Salesforce, and Dropbox, allowing for seamless data transfer and automation. The platform also provides the Jotform Sign feature, which enables users to collect electronic signatures on forms and documents, ensuring enhanced security and compliance. With Jotform's ease of use, ease of -customization, and ease of -collecting e-signatures, HR professionals can streamline their evaluation processes and make more informed decisions based on comprehensive feedback.

Presentation Feedback

Whether you just gave a presentation or were a viewer at a seminar, a presentation feedback form is a great way to collect constructive feedback. Customize the presentation feedback form template to include the presenters name, commentary fields and grading rubrics. Additionally, presentation feedback templates have access to Jotform's collection of themes, apps, and widgets to help user engagement. Use our presentation feedback form sample as a guide for creating your own, customizing it to fit your needs.

Employee Peer Review Template

An employee peer review lets employees evaluate their coworkers’ performance and behavior in the workplace. Use our free, online Employee Peer Review Template to simplify and speed up the evaluation process at your company. Once you’ve customized it to meet your needs, publish the form on your company site or send a direct form link to employees. Your staff will be able to name the employee they’re reviewing, describe the review period, and rate their coworkers on a scale from exceptional to unsatisfactory. Using our drag-and-drop Form Builder, you’re free to change the rating scale however you like. You can view submissions from your Jotform account on any device, even offline with Jotform Mobile Forms.Need to make some changes to our Employee Peer Review Template? With our drag-and-drop Form Builder, you can easily customize this template to perfectly align with your needs — no coding necessary! Feel free to replace the input table with questions or slider rating scales. You can even upload your company’s logo for a more professional look! While you’re at it, sync your Employee Peer Review Form to apps like Google Drive, Dropbox, and Airtable to store evaluations in your other online accounts too. Boost employee performance with a custom Employee Peer Review Template that makes it easier for employees to evaluate their coworkers!

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Peer Feedback Forms

A Peer Evaluation form is a form template designed to streamline the process of collecting feedback and evaluations from peers in the workplace

An Employee Peer Review Template is a form template designed to facilitate the evaluation of coworkers' performance and behavior in the workplace.

Student Peer Evaluation Form

A student peer evaluation form is a tool used by teachers to collect feedback about students from their peers. No coding!

A presentation peer feedback form is used by students to give feedback on presentations that their peers have created in the classroom. Customize and share online.

Feedback For SSDP Graduate

SOS Peer Feedback

Feedback form

Feedback Session GLSS

Testing prototype

About Peer Feedback Forms

Whether you need feedback on employee performance reviews or a group project, gather the data you need with Jotform’s free online Peer Feedback Forms. Start by choosing a free template below and customizing it with no coding required — then embed the form in your website or share it with a link to start collecting feedback from your peers on any device. All responses are stored in your secure Jotform account.

Feel free to add more questions, choose new fonts and colors, or upload photos with our drag-and-drop builder. If you’d like to analyze feedback to reveal important insights, create reports instantly with Jotform Report Builder — or send feedback to other accounts automatically with 100+ readymade integrations! Switch from time-consuming paper forms or emails and collect feedback more efficiently with free Peer Feedback Forms from JotForm.

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Center for Excellence in Teaching

Home > Resources > Peer feedback form for group presentations

Peer feedback form for group presentations

A sample form for use by students when they are observing other students’ class presentations, focusing on constructive suggestions for improvement.

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The Feedback Loop

Search this blog, peer feedback on student presentations: use roles for better feedback and engagement.

• How do I help students give each other meaningful feedback?
• How do I keep all students engaged during presentations and presentation feedback?

Roles during practice presentations

• Content - Provide feedback on the content of the presentation
• Presentation Skills - Observe and provide feedback on presentation skills and slide design
• Timer - Write down the times for each part of the presentation (or video tape it!)

Roles during final presentations

• Optimist - I love the idea that..., I really liked how you...
• Innovator - What if...? Did you consider the idea to...?
• Analyst - How does this part work...? Can you explain more...?
• Pessimist - This part seems infeasible because..., How will you overcome the challenge of...?

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Popular posts from this blog, back-to-school: consider your feedback system, not grading system, a culture of iteration: policies and practices for a revision-focusedclassroom, part 2 - tools for an equitable feedback system: engaging with criteria.

Blog > Effective Feedback for Presentations - digital with PowerPoint or with printable sheets

Effective Feedback for Presentations - digital with PowerPoint or with printable sheets

10.26.20   •  #powerpoint #feedback #presentation.

Do you know whether you are a good presenter or not? If you do, chances are it's because people have told you so - they've given you feedback. Getting other's opinions about your performance is something that's important for most aspects in life, especially professionally. However, today we're focusing on a specific aspect, which is (as you may have guessed from the title): presentations.

The importance of feedback

Take a minute to think about the first presentation you've given: what was it like? Was it perfect? Probably not. Practise makes perfect, and nobody does everything right in the beginning. Even if you're a natural at speaking and presenting, there is usually something to improve and to work on. And this is where feedback comes in - because how are you going to know what it is that you should improve? You can and should of course assess yourself after each and every presentation you give, as that is an important part of learning and improvement. The problem is that you yourself are not aware of all the things that you do well (or wrong) during your presentation. But your audience is! And that's why you should get audience feedback.

Qualities of good Feedback

Before we get into the different ways of how you can get feedback from your audience, let's briefly discuss what makes good feedback. P.S.: These do not just apply for presentations, but for any kind of feedback.

• Good feedback is constructive, not destructive. The person receiving feedback should feel empowered and inspired to work on their skills, not discouraged. You can of course criticize on an objective level, but mean and insulting comments have to be kept to yourself.
• Good feedback involves saying bot what has to be improved (if there is anything) and what is already good (there is almost always something!)
• After receiving good feedback, the recipient is aware of the steps he can and should take in order to improve.

Ways of receiving / giving Feedback after a Presentation

1. print a feedback form.

Let's start with a classic: the feedback / evaluation sheet. It contains several questions, these can be either open (aka "What did you like about the presentation?") or answered on a scale (e.g. from "strongly disagree" to "strongly agree"). The second question format makes a lot of sense if you have a large audience, and it also makes it easy to get an overview of the results. That's why in our feedback forms (which you can download at the end of this post), you'll find mainly statements with scales. This has been a proven way for getting and giving valuable feedback efficiently for years. We do like the feedback form a lot, though you have to be aware that you'll need to invest some time to prepare, count up and analyse.

• ask specifically what you want to ask
• good overview of the results
• anonymous (people are likely to be more honest)
• easy to access: you can just download a feedback sheet online (ours, for example, which you'll find at the end of this blog post!)
• analysing the results can be time-consuming
• you have to print out the sheets, it takes preparation

2. Online: Get digital Feedback

In the year 2020, there's got to be a better way of giving feedback, right? There is, and you should definitely try it out! SlideLizard is a free PowerPoint extension that allows you to get your audience's feedback in the quickest and easiest way possible. You can of course customize the feedback question form to your specific needs and make sure you get exactly the kind of feedback you need. Click here to download SlideLizard right now, or scroll down to read some more about the tool.

• quick and easy to access
• easy and fast export, analysis and overview of feedback
• save feedback directly on your computer
• Participants need a working Internet connection (but that usually isn't a problem nowadays)

3. Verbal Feedback

"So, how did you like the presentation?", asks the lecturer. A few people in the audience nod friendly, one or two might even say something about how the slides were nice and the content interesting. Getting verbal feedback is hard, especially in big groups. If you really want to analyse and improve your presentation habits and skills, we recommend using one of the other methods. However, if you have no internet connection and forgot to bring your feedback sheets, asking for verbal feedback is still better than nothing.

• no prerequisites
• open format
• okay for small audiences
• not anonymous (people might not be honest)
• time consuming
• no detailed evaluation
• no way to save the feedback (except for your memory)
• not suitable for big audiences

Feedback to yourself - Self Assessment

I've mentioned before that it is incredibly important to not only let others tell you what went well and what didn't in your presentation. Your own impressions are of huge value, too. After each presentation you give, ask yourself the following questions (or better yet, write your answers down!):

• What went wrong (in my opinion)? What can I do in order to avoid this from happening next time?
• What went well? What was well received by the audience? What should I do more of?
• How was I feeling during this presentation? (Nervous? Confident? ...)

Tip: If you really want to actively work on your presentation skills, filming yourself while presenting and analysing the video after is a great way to go. You'll get a different view on the way you talk, move, and come across.

Digital Feedback with SlideLizard

Were you intrigued by the idea of easy Online-feedback? With SlideLizard your attendees can easily give you feedback directly with their Smartphone. After the presentation you can analyze the result in detail.

• type in your own feedback questions
• choose your rating scale: 1-5 points, 1-6 points, 1-5 stars or 1-6 stars;
• show your attendees an open text field and let them enter any text they want

Note: SlideLizard is amazing for giving and receiving feedback, but it's definitely not the only thing it's great for. Once you download the extension, you get access to the most amazing tools - most importantly, live polls and quizzes, live Q&A sessions, attendee note taking, content and slide sharing, and presentation analytics. And the best thing about all this? You can get it for free, and it is really easy to use, as it is directly integrated in PowerPoint! Click here to discover more about SlideLizard.

Free Download: Printable Feedback Sheets for Business or School Presentations

If you'd rather stick with the good old paper-and-pen method, that's okay, too. You can choose between one of our two feedback sheet templates: there is one tailored to business presentations and seminars, and one that is created specifically for teachers assessing their students. Both forms can be downloaded as a Word, Excel, or pdf file. A lot of thought has gone into both of the forms, so you can benefit as much as possible; however, if you feel like you need to change some questions in order to better suit your needs, feel free to do so!

Feedback form for business

Template as PDF, Word & Excel - perfect for seminars, trainings,...

Feedback form for teachers (school or university)

Template as PDF, Word & Excel - perfect for school or university,...

Where can I find a free feedback form for presentations?

There are many templates available online. We designed two exclusive, free-to-download feedback sheets, which you can get in our blog article

What's the best way to get feedback for presentations?

You can get feedback on your presentations by using feedback sheets, asking for feedback verbally, or, the easiest and fastest option: get digital feedback with an online tool

Related articles

About the author.

Pia Lehner-Mittermaier

Pia works in Marketing as a graphic designer and writer at SlideLizard. She uses her vivid imagination and creativity to produce good content.

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Reimagining Assessment Cultivating Peer-to-Peer Feedback

Stefanie Blouin (she/her/hers) Former Senior Program Officer NGLC in Maine

Educators are rethinking the purposes, forms, and nature of assessment. Beyond testing mastery of traditional content knowledge—an essential task, but not nearly sufficient—educators are designing assessment for learning as an integral part of the learning process.

Practitioner’s Guide to Next Gen Learning

Find ways to help students & adults strengthen their peer-to-peer feedback chops, a necessary skill for all learners.

In this week’s Friday Focus: Practitioner’s Guide to Next Gen Learning , we discuss ways to help students and adults alike develop and strengthen their peer-to-peer feedback chops, an important and necessary skill for all learners.

Today we will:

“Helpful feedback is goal-referenced; tangible and transparent; actionable; user-friendly (specific and personalized); timely; ongoing; and consistent,” wrote Grant Wiggins in Seven Keys to Effective Feedback . Giving and receiving quality feedback requires that we listen carefully, observe, and reflect, and then synthesize and frame our thoughts and critiques in a way the recipient can hear and be able to use. In our NGLC grantee schools where feedback is an essential component to the learning experience, we see an emphasis on building strong relationships in which learners trust each other and know that feedback is being given in their best interest. We also see a focus on having a growth mindset, in which the person receiving the feedback understands it’s a necessary part to learning.

Sometimes, in schools, feedback can be provided by a critical friend, “someone who is encouraging and supportive, but who also provides honest and often candid feedback that may be uncomfortable or difficult to hear,” as defined by The Glossary of Education Reform .

When trained in protocols, practiced, and emphasized, peer feedback at the student-peer level and the educator or colleague-peer level, within and outside of school settings, has been shown to have an impact on performance, community, culture, learning, and more. Explore the research below to learn more about feedback’s impact and how feedback is being implemented in the learning process:

• Peer versus expert feedback: An investigation of the quality of peer feedback among secondary school students . In this study, researchers explore the quality of peer feedback; whether students adapt their work based on feedback; and whether feedback was scientifically accurate (it was)! Despite the study’s small sample size, it’s useful when studying the research base supporting feedback’s role in learning.
• Fostering critical thinking and reflection through blog-mediated peer feedback . There are many modes and models for providing peer feedback. This study explored how digital tools, specifically blogs, affected the frequency, depth, and quality of critical feedback on students’ writing.

The Workshop School: Clear & Concise Feedback During Presentations

Feedback is an important part of learning at the Workshop School . Students practice and are expected to be able to give feedback in a way that is appropriate and useful; on the flip side, students learn how to receive feedback with openness and apply what they hear to their approach or work.

One place you really see this in action is during students’ Gateway Project presentations. In 10th grade, Workshop students present a portfolio of work to demonstrate they are ready to transition to the Upper House Program, which involves more time spent on off-site internships, access to college classes, and the opportunity to design their own projects. (As you can imagine, students really want to get in!) These presentations of their work are given to a panel of reviewers, and afterward their peers have a chance to provide verbal and written feedback on the quality of the work and presentation itself.

Protocols for Feedback with New Tech Network

Feedback is personal. When you create something, share something, or articulate your ideas, you are opening yourself up—you are vulnerable. It’s important when we talk about using feedback in the learning process that we acknowledge this with each other and our students. It’s also why using protocols and communication techniques can be an effective way to ensure that feedback is meaningful and thoughtful. (Nobody likes to hear, “I think you could have done better” without some context to back it up!)

fAt New Tech Network, where schools are built around a project-based learning model, feedback is a core component to the experience, and they have some great tools to do it well. New Tech Network’s Critical Friends Peer Review provides steps and prompts on how students can approach sharing projects, what listeners should be paying attention to, and how to give feedback. Rubrics are also an important component to ensure projects are being evaluated on certain criteria. Here’s the 6 A’s Project Idea Rubric for review.

Weekly Feedback Cycles at Gilroy Prep

Gilroy Prep , a charter school that serves kindergarteners through 5th grade in Gilroy, California, has an instructional model based on research and application by well-known and effective blended schools like Rocketship and Kipp Heartwood Academy. And one fundamental aspect of the staff’s learning experience is regular coaching. Weekly feedback cycles include video and written feedback for teachers, as well as tactical next steps (e.g., try to not write with your back facing kids for more than five seconds at a time). This focus creates opportunities for teachers to engage in the deliberate practice necessary to build effective classroom management skills.

Case in point: last year when NGLC sponsored a site visit to the school, we went into a first-year Kindergarten teacher’s classroom and were amazed by her seamless transition times and her ability to engage every child at all times. The feedback cycles encourage rapid prototyping and regular coaching, which helps the Gilroy Prep staff accelerate the learning curve and focus their time on instruction and rigor.

Feedback in the Assessment for Learning Project (ALP)

The Assessment for Learning Project (ALP), which we have written about before , is one of the largest initiatives we’re involved in now. In partnership with the Center for Innovation in Education , grantees are rethinking and recreating assessment, and feedback is playing an important role in the projects of several grantees.

Henry County Schools in Georgia is studying how using effective feedback protocols that teachers and students are extensively trained in will help students more deeply understand their learning and work, take greater ownership of their learning, and advance 21st-century skills like communication. Check out their quality feedback flow graphic to learn more.

WestEd’s Student Agency in Assessment Project asks how self assessment and peer feedback practices—at both the teacher and student level—can contribute to learner agency . During the project, teachers film students engaged in learning and then use a set of continuums as an opportunity to reflect deeply on how to build richer and deeper opportunities for self assessment and peer feedback into their classrooms. (Check out the peer-feedback continuum for a great tool to apply to your own work.)

And Leadership Public Schools , in partnership with web platform Gooru , is integrating and scaling a crowdsourced, rubric-based grading tool for writing that lets users (students and teachers) respond and give feedback to pieces of student work. The hypothesis is that providing teachers and students with this web-based tool will increase the regularity and quality of feedback, promote cooperative learning, and improve writing and other communication skills necessary for success in college and career.

“The beauty in being able to collaborate with peers is that they have experienced the same struggles as you in completing the task at hand, which enhances their ability to give you honest feedback.” -An eleventh grader participating in WestEd’s project

Additional Resources on Peer Feedback

• 6 Rules for Effective Peer-to-Peer Communication , Entrepreneur
• Peer Feedback Systems and Edtech Tools for the Writing Classroom , EdSurge
• Creative Process: Learning From Feedback , a video from Teaching Channel on helping students give and receive quality feedback
• Creating an Effective Peer Review System , Harvard Business Review

Explore the Friday Focus Practitioner's Guide to Next Gen Learning , including these editions on related topics:

• Student Voice
• The Power of Student Agency in Assessment and Learning
• Presentations of Learning at the Workshop School

Stefanie Blouin (she/her/hers)

Former senior program officer, nglc.

As the former senior program officer for NGLC, Stefanie Blouin was responsible for developing and implementing internal and external strategies to ensure smooth operations and maximize team effectiveness and contributions to the next gen learning space.

Read More About Reimagining Assessment

Three Ways Franklin Is Doing High School Differently

Carisa Corrow (she/hers)

November 13, 2023

Testing for Dummies: 5 Facts about Standardized Testing

John Tanner

August 31, 2023

Grades vs. Continuous Learning: Learners Are Entitled to the A

Catherine Thorn

August 24, 2023

Use (and reuse) personalized Google Forms for peer feedback

Spring would roll around when I was teaching, and I’d tell myself that I was on the cusp of becoming the teacher I’d always imagined myself to be. I could Marie Kondo my classroom until it looked like something that Instagrammers would call “GOALS!” or “INSPO!” I could deal with my beleaguered Google Drive and add folder colors to accelerate the organization process. And I could finally gain control of workflow in the classroom. The funny part is that I never gave up on this dream. So I haven’t created the perfect bell-ringer procedure yet. It’s still March! Plenty of time! No one knows where the stapler and extra pens should be stored? I’ll hit the Container Store in a few weeks— it’s fine.

Assuming I’m not the only teacher always ready to try out a new timesaving tip, I’m going to share one. This tip focuses on an easy way to use Google Forms for peer feedback. In fact, learners can give and receive peer feedback using just one Google Form.

Why spend time planning ways to gather peer feedback?

Peer feedback is one of the most powerful tools a teac her has, and if used correctly, it will allow learners to become better thinkers and communicators. 

The Speaking & Listening portion of the ELA Common Core State Standards ask learners to:

• Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not. 
• Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. 

The ISTE Standards ask learners to be computational thinkers who “communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals.” But giving feedback is only half of what our learners need to know how to do.

In order to become “computational thinkers” (ISTE standards again), learners are asked to:

• collect data (feedback through a Google Form)
• use digital tools to analyze the data (a Google Sheet)
• use that data to “facilitate problem-solving and decision-making” 

In other words, learners must use their feedback to identify their strengths and areas for improvement. Then they need to devise the steps they’ll take to work toward mastering the skill.

Giving and receiving feedback are skills that need to be taught

Teachers use peer feedback as part of many class activities—group work, speeches, group presentations and writing, just to name a few. But some learners find it uncomfortable to critique their peers and may resist taking this step in the learning process. They also may not know where to put their focus: Do they comment on the liveliness of the speaker? The props they used? The slides? Music? IDK? It was good?

In order for peer feedback to be useful, it must be specific, actionable and prescriptive. You can’t ask your learners to provide feedback immediately. They must have time to:

• reflect on what they saw
• weigh it against the standards they’re using to assess it
• share their thoughts in a way that the person collecting it can use to move forward

Two great articles to check out on how to teach giving and receiving feedback are:

• “ Seven Key Characteristics of Better Feedback”   by Grant Wiggins, who was a co-author of “Understanding by Design”
• “ Peer Feedback: Making it Meaningful ” by Dr. Caitlin Tucker, teacher and one of my favorite education writers

Create a customized, reusable feedback form for every learner

When you ask learners to observe, view or listen to their classmates’ work in order to provide peer feedback, they’ll need an easy way to start assessing. And the learner being assessed will need a simple place to find that feedback. Enter: personalized Google Forms for peer feedback. 

If the thought of making 25 personalized Google Forms for each speaking assignment for each class period makes you want to click away to something less stressful, like political Twitter—consider that 10 minutes of pain will get you months of benefits.

How to create a feedback template

By “template,” I mean that you will create a Google Form with all of the questions and prompts you’d like your learners to use as a guide while giving feedback. 

Here’s one I made for learners to fill out as they watched their peers give informative speeches. Other examples of simple feedback rubrics are this one and this one . 

You can create any type of question or prompt on your Google Forms for peer feedback, but remember to keep it simple. The point of watching someone give a speech is to watch them give a speech, not worry about keeping up with a lengthy assessment form. 

I recommend using these settings:

Allow students to edit their feedback before submitting it to the speaker. We want it to be their best work, and sometimes they can’t do that in only a few minutes. Limit responses to just one.

Collect their addresses by default so they can’t turn in anonymous feedback. That road can only lead to sorrow. And make all questions required because … same reason.

How to s hare the link to your Form template via Google Classroom, email or on your  Hāpara Workspace

For learners to turn your template into their own Form and see the feedback they receive, they’ll need to make a copy of the template so they own the Form.

You can do this for them automatically by forcing them to make a copy of the Form when they open your link. How? Start with your template.

Ignore the pop-up and go up to the address bar. You’ll change the word “edit” to “copy.” Then copy this address—it’s the one you’ll share with your learners.

When learners open your link, this is what they’ll see. They’ll make a copy and become owners of their own Forms.

After learners have accessed their Forms, walk them through the steps they’ll need to personalize them. They should change the document’s name, insert their name into the Form title and add you as a collaborator (if you’d like to see the feedback they receive).

How to distribute peer feedback links

Create a document where learners will share links to their Forms.  Use this one if you’d like — I’ve even embedded instructions for learners who don’t know how to find the link to their form.

Store the link to this document wherever you store your resource documents on Google Classroom, a Google Site, your Hāpara Workspace, etc. Ensure the sharing settings allow anyone with the link to be an editor.

When it’s time for learners to speak publicly, student feedback Forms are only a click away. The feedback is available  instantly to the speakers, and they can even  view graphs or charts  from questions. Gathering and evaluating data is a great skill to embed into any lesson. For ways to move the data from information to action, check out “ Getting Students to Engage With Feedback ” from Edutopia and “ What Are Your Students Doing with the Feedback You Provide? ” from ASCD.

How to reuse a Google Form

When you want learners to collect peer feedback again, don’t reinvent the wheel—and don’t just make a copy of the Google Form you’ve already created. (That doesn’t work. The spreadsheet gets way too bogged down with a mixture of new and old data that doesn’t stay where it should.) It’s simple to reuse a Google Form if you guide your learners through these steps.

• First, they should make sure they’ve created a spreadsheet with their first speech or presentation results. They can save the document with their class files and use it as a baseline for their progress as they continue to present to the class.
• Next, they’ll open their form and select “Responses,” and then turn off the Form.
• Afterward, they’ll click on the three dots and select “Unlink form.” Now they’ll start with a fresh spreadsheet the next time they use the Form.
• Finally, they’ll go back to the three dots and select “Delete all responses.” This gets all of the responses cleared from the Form itself. Now the Form has been reset, so to speak, and it’s ready to use again.

Using Google Forms for peer feedback will work in any situation in which you’d like learners to offer one another feedback. And they’ll learn about reusing Google Forms, too! Keep your students learning by keeping peer feedback flowing all year long!

Learn what to focus on when building a culture of digital citizenship, including conversation starters for learners and educators!

About the author, amy raemont, you might also enjoy.

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Teaching Students to Give Peer Feedback

Giving their classmates feedback on writing is a complex skill for students to master, but it can be taught with scaffolded modeling.

When I first share with my ninth graders that peer review will be part of our writing process, the response is almost universally negative. Unfortunately, many of my writers have not had the best experience with this activity.

My stronger writers say that they almost never receive feedback that goes beyond basic conventions, while my emerging writers say they feel a lack of confidence in providing feedback beyond basic conventions. This frustration should be no surprise: As educators, we recognize that effective teaching is a complex skill that requires deliberate practice. Likewise, when we ask students to give each other feedback, this too is more complex than simply exchanging papers and locating errors.

To make peer feedback more focused and meaningful, I’ve found it helpful to define quality feedback, provide structured routines, and teach feedback as I would any other core skill.

Defining Effective Feedback

In my experience, few high school freshmen have mastered the conventions of writing well enough to function as reliable editors. For this reason, I direct my students to reflect upon each other’s work—not correct it.

My students focus on idea development, clarity, and arrangement to make sense of the writer’s text. Of course, scrambled grammar can impact a reader’s experience, but rather than have them try to correct a peer’s confounding syntax with editing marks, I ask students to write full sentences to one another:

• This is confusing because I cannot follow your topic.

• I am confused about who “they” are in this sentence.
• Explain a little more about why you chose this example from the text.

• I like how you repeated key words from your hook here in your conclusion.


I also offer kids a specific acronym to remember what constitutes quality feedback: SPARK. For feedback to be useful to a writer, it should meet as many of these criteria as possible:

• Specific: Comments are linked to a discrete word, phrase, or sentence.

• Prescriptive: Like a medical prescription that aims to solve an ailment, prescriptive feedback offers a solution or strategy to improve the work, including possible revisions or links to helpful resources or examples.

• Actionable: When the feedback is read, it leaves the peer knowing what steps to take for improvement.
• Referenced: The feedback directly references the task criteria, requirements, or target skills.

• Kind: It’s mandatory that all comments be framed in a kind, supportive way.


Some groups I’ve taught took to SPARK quickly, while others have needed more practice. For these groups, I create student-friendly versions of a  consultancy protocol  or tuning protocol  to ensure focused discourse, allowing room for all voices.

I also set a guideline for a minimum number of quality comments, but I tell students that less is often more.

Modeling SPARK Feedback

As with any other skill I teach, I begin by modeling SPARK feedback on sample student writing. I interact with students, explaining my thought process as they help pinpoint what about a text is effective or ineffective, as well as how to offer quality SPARK-based comments. From there, as a class we examine other example feedback statements before evaluating their potential usefulness to a writer.

To also give students the chance to practice giving feedback independently, I distribute the same example paragraph. We use group and class discussions to share the variety of feedback offered.

When it’s time for live peer review, I assess performance by giving students feedback on their feedback. After that, students share particularly useful examples. Before students leave class, they share on exit tickets what they feel was the best feedback they offered, as well as the best feedback they received.

In the end, good peer review should provide the writer with meaningful information for improvement, while developing the reviewer’s ability to analyze a text’s effectiveness.

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Peer Review Presentation

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This resource is enhanced by a PowerPoint file. If you have a Microsoft Account, you can view this file with   PowerPoint Online .

This presentation is designed to acquaint your students with the concept of peer review. This presentation will include the who, what, where, when, and why of peer review. The slides presented here are designed to aid the facilitator in an interactive presentation of the elements of peer review. This presentation is ideal for any level of writing, including freshman composition.

Peer Review Feedback Form for Student Presentations

• Word Document File

Description

Great for Gallery Walks and Presentations! Keep the audience engaged by having them grade their peer's verbal presentations with this peer feedback form that guides students to provide fair and meaningful feedback to their peers and a grow and glow comment section!

Management Idea: Have 3 student volunteers grade 1 presenter. Staple the 3 forms together and give to presenter so presenter can set goals and utilize feedback for next presentation!

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