Feedback
(Material used in this resource is adapted from Boud, D 1991, Implementing student self assessment, 2nd. edn, HERDSA, Sydney.)
What is feedback?
- Constructive comment on another’s work
- One of the most valuable contributions anyone can make to another’s learning
- Useful information that can help someone learn more effectively
- Your views on someone else’s work
- Potentially either constructive and useful or unhelpful and harmful
Unhelpful feedback
Unhelpful and potentially harmful feedback:
- can make people feel ‘got at’, attacked, put down and generally invalidated as a person
- is destructive comment, directed at the person
- is not constructive – does not suggest other ways of doing something
- is ill-judged – it comes from the needs of the person giving it, rather than the person receiving it.
Constructive feedback
- affirms the worth of the person
- gives support whilst offering reactions to the work
- is sensitive to the person’s needs and goals
- can be critical but is always respectful
- makes a distinction between the person who is always valued and the work
- is only effective when the other person’s humanity is respected
Giving constructive feedback
- Always start with a point on which you can give genuine positive feedback: say what you appreciate about the work before offering critical feedback
- Tone, style and content should provide the message ‘I appreciate you and what you’ve done’
- Note your own emotional state before you give feedback – if you are anxious or defensive you may well distort otherwise helpful comments
- Be realistic: direct comments to elements which the person can do something about
- Be specific: generalisations are unhelpful, provide examples
- Be sensitive: affirm the person’s purpose in producing the work and link comments to their intentions
- Be timely: respond when your feedback is requested or required
- Be direct: say what you mean clearly
- Be diligent: is your reaction to the work accurate?
Receiving feedback
- Have an open mind: be ready to receive comments that differ from your own perspective
- Be attentive: concentrate fully on what is being said
- Be aware: notice your own reactions – do not immediately dismiss a perspective different to your own
- Be silent: do not respond until the person has finished giving their feedback – don’t react quickly with defensive responses; carefully consider what is being said
Language when giving and receiving feedback
Remember:
Talk about the good things first, then suggest ways the person could improve their work.
I like the way you explained the topic first and then used examples. Have you thought about adding a section that analyses the differences…?
You’ve got some great ideas here, especially regarding the problems involved, but perhaps it could have a different structure. Maybe these ideas could be arranged according to…
This format is terrific. It’s so easy to read and the sections are really well laid out. I was wondering, though, if you could put the analysis of the problems first and follow it with...Be positive
- I like the way you...
- This section is really clear...
- The example works well...
- Your section on the...was really interesting
- Do you mean...
- I didn't quite understand what you meant by...
- Yes, I see. I didn't think of that...
- Thanks, it's helpful to hear that...
- Thanks, it's interesting you see it that way...
- That's really useful, I'll try and...
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