Give and receive actionable, criteria-based peer feedback on the delivered capstone, naming a specific moment and a specific skill rather than a vague overall reaction.
Feedback this late in the year should be more specific and skill-focused than the notice-question-suggest protocol from week 23. Criteria-based feedback names the exact skill being evaluated -- thesis clarity, evidence use, delivery pacing -- and gives a specific example, rather than a vague overall reaction.
Vague feedback ("good job," "kind of boring") gives a presenter nothing to repeat or fix on purpose. Actionable feedback ("your thesis was clear from the first slide," or "the middle section had three slides in a row with no visual, which is where attention seemed to drop") names a specific moment and a specific, nameable skill.
Mastery looks like: They give and receive feedback that names a specific moment and skill, in both praise and growth areas, rather than vague overall reactions.
Common stumbles: Giving or accepting only vague, general feedback ("good job," "kind of confusing") with no specific moment or skill named.