From presentation feedback to a revision plan
A ready-to-adapt sequence for specific peer feedback, a rehearsed change and a second presentation.
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Give a short presentation, receive feedback, choose a change and present again. The purpose is to practise using feedback. Peer comments help the presenter decide what to revise; they do not substitute for an instructor’s assessment against published specifications.
Before the first presentation
The instructor supplies the topic, time limit, assessment criteria and any visual requirements. In the source assignment, students researched a Sustainable Development Goal and gave a 5–7 minute presentation, using at most two optional slides. Those are historical assignment choices, not requirements for every adaptation.
Agree how feedback will be shared and how personal information will be protected. Use a presenter code on any shared worksheet. Do not record or share presentations by default.
Listener: observe before advising
Presenter code: ____________________ Date: ____________________
1. Main message
What is the main idea you understood? Where did the explanation become particularly clear, or where did you need more context?
2. Specific evidence
Describe something you heard or saw. Identify a moment, explanation or delivery choice instead of judging the person’s character or confidence.
3. A change to try
What could the presenter do more of, less of or differently in the next presentation? Explain how the change might help the audience. Keep the advice specific, direct and considerate.
Presenter: choose a revision
Read the feedback alongside the assignment specifications. You do not need to follow every suggestion; identify the change that best serves your message and the required evidence.
My main message is:
The feedback I will act on, and why:
The exact change I will rehearse:
What I will ask a listener to notice next time:
After the second presentation
Compare the two attempts. What did you change? What can you observe about the result? What would you practise next?
A second presentation creates another opportunity to demonstrate the required work. Improvement on one attempt does not by itself establish lasting learning or mastery.
Instructor adaptation notes
- Teach and model useful feedback before students exchange it.
- State who makes the assessment decision and what evidence they use.
- Decide whether the revision is built into the task or uses a separate revision allowance; make this explicit.
- Offer suitable participation and access arrangements for your context.
- Collect only information needed for the activity. Establish any recording, retention and sharing arrangements separately.
Use locally in a Markdown editor or print the website page. The worksheet requires no account, external tool or recording.