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Learning Objective

Learning Objective. By the end of this module, you will be able to: Recognize 4 characteristics of giving feedback that facilitate change. Why Is Feedback Important to the Learner?. Clarifies goals & expectations Reinforces good performance Basis for correcting mistakes (formative)

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Learning Objective

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  1. Learning Objective By the end of this module, you will be able to: • Recognize 4 characteristics of giving feedback that facilitate change

  2. Why Is Feedback Important to the Learner? • Clarifies goals & expectations • Reinforces good performance • Basis for correcting mistakes (formative) • Reference point for evaluation (summative) • Insight into actual vs. intended performance • Reduces anxiety, insecurity about performance • Demonstrates interest about learner as person • Promotes two-way communication • Provides guidance Krackov in Dent & Harden, 2009

  3. Constructive Feedback Motivates Behavior Change If someone is going down the wrong road, he doesn't need motivation to speed him up. What he needs is [feedback] to turn him around. Jim Rohn

  4. Five common feedback issues • Positive reinforcement without constructive criticism • Feedback that is too general • Feedback on areas unrelated to specific learning goals • Constructive criticism but no suggestions for improvement • Unaware of ways to facilitate improved feedback

  5. Delivery • Decide when and where to give it • Decide how and how much to give • Give the learner the opportunity to respond to the feedback and to be involved in creating plans for improvement

  6. A two-way dialogue • Motivate the learner • Reduce risk • Define goals • Identify differences between learner’s achievement and the expected • Provide direction • Deconstruct the task to make it more achievable

  7. Effective feedback focuses on conveying information to learners • What they do well that they should be doing more of • What they are doing that they may not need to do • What they aren’t doing that they should consider doing Alternatively: • Saw them doing • Didn’t see them doing • Want to see them doing

  8. Reflective feedback develops self-assessment & leads to discussion about improvement plans. • Ask learner for concerns about performance • Provide views on performance of concerns & offer support • Ask learner to reflect on what might improve the situation • Elaborate on the leaner’s response, correcting for understanding as needed. Cantillio & Sargeant, BMJ, 2008

  9. 10 Characteristics of Constructive Feedback • Two-way dialogue • Descriptive vs. evaluative • Specific vs. general • First-hand data • Focus on behavior, decisions & actions, not assumed intentions or interpretations

  10. 10 Characteristics of Constructive Feedback (cont.) • Well-timed and expected • Amount of information the receiver can use • Teacher and learner working as allies, with common goals • Opportunity to respond to the feedback and to be involved in creating plans for improvement Expanded by William H. Berquest from a list originally brainstormed by George Lehner and Al Wright in 1964. Printed in William H. Berquist and Steven R. Phillips’ A Handbook for Faculty Development. Vol. I (Dansville, NY: The Council for Advancementof Small Colleges, 1975), pp. 224-225. Ende, J. 1983 JAMA, 250(6), 777-781

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