Think back to the ‘Globalisation Activity’ example. You will remember there were five tasks in the activity, and opportunities for reflecting, sharing, responding and giving and receiving feedback:

Activity example Impact of globalisation
Purpose Create a diagram which reflects the impact of globalisation on an industry of your choice
Resources Reading A

Reading B

Tasks [60 minutes] 1. In small groups recall what you already know about globalisation, and share your thoughts.

2. Individually research and read theories of globalisation, summarising the key ideas.
3. Again in small groups, share your research findings. Use the theories to agree on a definition of globalisation and unpack different aspects of globalisation.
4. Individually again analyse each aspect of globalisation in relation to your chosen industry. Create a diagram which shows what you have learned.
5. Write a short narrative summary to accompany the diagram, which shows your understanding of the impact of globalisation in your selected industry.

Reflect, share and respond • Share your final diagram and narrative with your group peers.
Feedback • Give and receive feedback from each other.

• Refine your work if necessary.
• Receive and read feedback from your teacher.



Feedback and collaboration

Read the ‘Globalisation Activity’ example again. While you read think about feedback and collaboration.
Think about these questions:
1. To what extent do the tasks in that activity give opportunities for student collaboration?
2. How does that collaboration facilitate feedback?

Please post your responses to these two questions in the Discussion in the site.
Join in the conversation by replying to other people’s comments.


Our reflection and feedback on the feedback activity

In the ‘Impact of globalisation’ example above, we saw the integration of assessment of, for, and as learning in a single activity. Students were asked to:
• think about what they already know,
• do some research, and
• agree together on a definition of globalisation.
In this process they were able to give and receive feedback from each other.

In sharing, reflecting and responding to each other’s diagrams students gave and received feedback that helped them to think about what they learned, how they learned and how they can improve.

An activity such as a quiz can be designed in a way that students engage with a base reading, do the quiz alone, and then compare their thinking with the feedback you provide. Students can check their own understanding against a written commentary from their teacher on the activities. This can be followed up with a conversation between students about their responses. Students use feedback they receive on their formative assessments to understand how well they have learned and how they need to prepare for summative assessments. They are also motivated to continue engaging with the course.


  1. Example adapted from OER Africa: learners/case-studies-using-asynchronous-communication