Talk:Motivation and emotion/Book/2017/Feedback and career development

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Suggestion[edit source]

Hi, it may be interesting to look into non-verbal feedback and how this may affect development U3038747 (discusscontribs) 14:29, 3 September 2017 (UTC)


Topic development review and feedback

The topic development has been reviewed according to the marking criteria. Written feedback is provided below, plus there is a general feedback page. Please also check the chapter's page history to check for editing changes made whilst reviewing through the chapter. Responses to this feedback can be made by starting a new section below and/or contacting the reviewer. Topic development marks will be available later via Moodle. Keep an eye on Announcements. Note that marks are based on what was available before the due date, whereas the comments may also be based on all material available at time of providing this feedback.

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Title, sub-title, TOC[edit source]

  1. Excellent

User page[edit source]

  1. Created
  2. Used effectively

Social contribution[edit source]

  1. None provided

Section headings[edit source]

  1. Heading levels have been adjusted
  2. Between the Overview and Conclusion, aim for approximately 3 to 6 top-level headings, some of which may have sub-headings
  3. Remove generic headings such as Images and Tables
  4. Avoid sub-headings within the Overview

Key points[edit source]

  1. Key points only provided for some sections
  2. In general, avoid use of generic sources e.g., spark notes, textbooks etc. - the purpose of this chapter is to identify and review the top peer-reviewed psychological theory and research about the topic
  3. A key citation about feedback should be Hattie, J., & Timperley, H. (2007). The power of feedback. Review of educational research, 77(1), 81-112.
  4. Add inter-wiki links

Image[edit source]

  1. Excellent
  2. Consider expanding image size

References[edit source]

  1. Reasonably good
  2. Check APA style - e.g., include author for all references, mostly use peer-reviewed soruces
  3. Use the new recommended format for dois - http://blog.apastyle.org/apastyle/2014/07/how-to-use-the-new-doi-format-in-apa-style.html

Resources[edit source]

  1. See also
    1. Excellent
    2. Also include past chapters about feedback
  2. External links
    1. Excellent - expand abbreviation

-- Jtneill - Talk - c 11:00, 14 October 2017 (UTC)

Comments are welcome :-)[edit source]

All comments welcome. Thanks – — … ° ≈ ± − × ÷ ← → · § Pilar M (discusscontribs) 12:42, 19 October 2017 (UTC)

Feedback[edit source]

Hi Pilar, Thank you for letting me know that you are linking to my chapter, I hope it is useful to your topic. I had a read of your chapter and I think it looks really good so far. The content you have covered is comprehensive and will go well towards answering your topic question. The only thing I can suggest is that when you are done with content that you add in an interactive feature such as a quiz. Also adding in some text boxes will make the chapter more presentable and add some colour to your chapter. goodluck with the assignment and keep up the good work :) Kind regards --EmmaCane28 (discusscontribs) 13:19, 19 October 2017 (UTC)

Recent news article might be relevant[edit source]

Pilar, good chapter and excellent topic. There is a lot to say about feedback and career development which I feel you have covered. The other day a news article came out which may aid your chapter as an additional feature box. The Research Digest reported that small acts of kindness in the workforce benefit the giver, the receiver and the whole organisation resulting in increased levels of satisfaction and happy moods. This is the link. Those that "gave" kindness found the experience rewarding, and in some cases, more rewarding than being on receiving end. Givers also reported greater competency and fewer depressive symptoms. As such, it was concluded that giving good feedback and small tokens of appreciation for work that was achieved, increases work morale, individual performance competency and in the long term, those who received, "gave back" and "payed it forward" to others. The article also examines the levels of competency and autonomy within the workplace as a result of giving and recieving, thus, may be beneficial to your chapter as a real world application. If you have a look at my chapter (Loneliness), you could summarise this article in a small text box like my "who experiences loneliness?" box. --U3117126 (discusscontribs) 10:16, 22 October 2017 (UTC)


Chapter review and feedback[edit source]

This chapter has been reviewed according to the marking criteria. Written feedback is provided below, plus there is a general feedback page. Please also check the chapter's page history to check for editing changes made whilst reviewing through the chapter. Responses to this feedback can be made by starting a new section below and/or contacting the reviewer. Chapter marks will be available later via Moodle, along with social contribution marks and feedback. Keep an eye on Announcements.

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Overall[edit source]

  1. Overall, this is an excellent chapter that successfully uses psychological theory and research to help address a practical, real-world problem.
  2. For additional feedback, see these copyedits.

Theory[edit source]

  1. Excellent Overview - the reader understands and is engaged in the topic.
  2. Theories were well described and explained.
  3. The Reeve (2015) textbook is overused as a citation - instead, utilise primary, peer-reviewed sources.

Research[edit source]

  1. A variety of relevant research studies are well described and integrated.

Written expression[edit source]

  1. Written expression
    1. Some paragraphs are overly long. Each paragraph should communicate one key idea in three to five sentences.
    2. The chapter benefited from a well developed Overview and Conclusion, with clear focus question(s) and take-home messages.
  2. Layout
    1. The chapter was well structured, with major sections using sub-sections.
  3. Learning features
    1. Adding more interwiki links would make the text more interactive.
    2. Some use of images and tables, and good use of quizzes.
  4. Spelling, grammar and proofreading was generally very good
    1. Use Australian spelling e.g., hypothesize -> hypothesise
    2. The grammar for some sentences could be improved - see the [grammar?] tags.
  5. APA style
    1. Use APA style for Table captions
    2. References are not in full APA style e.g.,
      1. No longer include retrieved from date
      2. Italicise volume #
      3. See new doi format


Multimedia feedback

The accompanying multimedia presentation has been marked according to the marking criteria. Marks are available via the unit's Moodle site. Written feedback is provided below, plus see the general feedback page. Responses to this feedback can be made by starting a new section below. If you would like further clarification about the marking or feedback, contact the unit convener.

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Overall[edit source]

  1. Overall, this is an excellent presentation that makes effective use of simple tools.

Structure and content[edit source]

  1. Add and narrate a Title slide, to help the viewer understanding the focus and goal of the presentation.
  2. Add and narrate an Overview slide, to help orientate the viewer about what will be covered.
  3. Well selected and structured content - not too much or too little.
  4. Excellent Conclusion.

Communication[edit source]

  1. The presentation is easy to follow and interesting to watch and listen to, with not too much or too little text, and effective use of images.

Production quality[edit source]

  1. Use the full chapter title and sub-title on the opening slide and in the name of the video because this helps to match the book chapter and to clearly convey the purpose of the presentation.
  2. Use full-screen mode (will remove the icons in the bottom left).
  3. Audio and video recording quality was excellent.
  4. Images sources are well acknowledged.

-- Jtneill - Talk - c 03:07, 28 November 2017 (UTC)