Resilience is an important graduate skill, especially in the context of heavy social media influence (Samari et al., 2022; Sutton, 2024). When any form of writing or media is shared, it has the potential to be subject to feedback or comments. Amidst the affirmative feedback, there may also be a critical element. Whilst potentially constructively intended, those sharing content should be aware of the prospective impact and that these can be irrelevant or harmful (Mercer and Gulseren, 2023). The significance of resilience in learning is well-documented (e.g., Cassidy, 2015) and includes how students might be affected by feedback (Wu and Bailey, 2018; Zhan et al., 2024). In this context, we often expect students to be able to interpret and apply feedback comments, which is a valuable graduate skill (Dyers, 2023; Cohan, 2024; Leder et al., 2024; Silén et al., 2024). In examining these issues, our study focused on an assessment which developed two important skills: (1) adopting resilience in receiving feedback; and (2) confidence in evaluating, amongst numerous comments, which may need action and identifying what action. A group assessment in an Economics undergraduate course was used for this purpose, with a set task to be completed and presented to the class. Once completed, each student was asked to write feedback about two other presentations. Once all peer feedback was given/received, each individual student was invited to write a reflective response to the feedback they received. Reflection was facilitated by structured questions, which were then analysed. This session shared reflections on assessment design, explained the process of enabling peer feedback, outlined the reflective questionnaire, and shared the results of the analysis of the reflective responses. The evaluation found that students provided thoughtful peer feedback and used the received feedback effectively. They discerned what aspects to improve on, and which ones to continue. End of course evaluations showed that students appreciated the opportunity to give feedback, reflect on received feedback, and to develop confidence in generating their own inner feedback.
Kushwah et al. (Tue,) studied this question.