Effective Feedback
Effective Feedback
I. Types of Feedback
A. Informal
B. Formal
C. Direct
D. Indirect
E. Formative
F. Summative
II. Characteristics of Effective Feedback
A. The feedback "giver" must be clear about motives
B. Feedback should be given to help, not to hurt someone
C. Feedback should be problem oriented, not people oriented
D. Feedback should be specific rather than general
E. Feedback is useful when well-timed
F. Feedback should be checked with others to support its validity
III. How feedback should be handled/given
A. Listen to the feedback
B. Try not to get defensive if it’s not good
C. Practice giving and receiving feedback
IV. Feedback Misconceptions
A. It’s not my job to give feedback
B. If you’re not asked for feedback don’t give any.
C. No news (feedback) is good news.
"Giving Feedback." Teaching & Learning @ Flinders. 16 Oct. 2007. Flinders University. 16 Oct. 2007 <http://www.flinders.edu.au/teach/t4l/assess/feedback.php>.
Wertheim, Edward G. "The Importance of Effective Communication." Edward G. Wertheim, Professor, Northeastern University. Northeastern University. 14 Oct. 2007 <http://web.cba.neu.edu/~ewertheim/interper/commun.htm>.
Intro
The primary objective of feedback is to help the speaker develop communication skills that address the needs and expectations of his or her audience. The most effective comments identify problem areas, provide clear and concise recommendations for developing the communication, and explain how those recommendations will make the speech more precise.
Types of Feedback
Informal
worked examples (e.g. verbal feedback in class, personal consultation)
Formal
in writing (e.g. checklists, written commentary, generic exemplars)
Direct
to individual student (either in written form or in consultation)
Indirect
to whole class (e.g. The class did poorly on the last test. Very generic.)
Formative
given during the run of the topic, enabling risk taking and adjustment prior to final
I. Types of Feedback
A. Informal
B. Formal
C. Direct
D. Indirect
E. Formative
F. Summative
II. Characteristics of Effective Feedback
A. The feedback "giver" must be clear about motives
B. Feedback should be given to help, not to hurt someone
C. Feedback should be problem oriented, not people oriented
D. Feedback should be specific rather than general
E. Feedback is useful when well-timed
F. Feedback should be checked with others to support its validity
III. How feedback should be handled/given
A. Listen to the feedback
B. Try not to get defensive if it’s not good
C. Practice giving and receiving feedback
IV. Feedback Misconceptions
A. It’s not my job to give feedback
B. If you’re not asked for feedback don’t give any.
C. No news (feedback) is good news.
"Giving Feedback." Teaching & Learning @ Flinders. 16 Oct. 2007. Flinders University. 16 Oct. 2007 <http://www.flinders.edu.au/teach/t4l/assess/feedback.php>.
Wertheim, Edward G. "The Importance of Effective Communication." Edward G. Wertheim, Professor, Northeastern University. Northeastern University. 14 Oct. 2007 <http://web.cba.neu.edu/~ewertheim/interper/commun.htm>.
Intro
The primary objective of feedback is to help the speaker develop communication skills that address the needs and expectations of his or her audience. The most effective comments identify problem areas, provide clear and concise recommendations for developing the communication, and explain how those recommendations will make the speech more precise.
Types of Feedback
Informal
worked examples (e.g. verbal feedback in class, personal consultation)
Formal
in writing (e.g. checklists, written commentary, generic exemplars)
Direct
to individual student (either in written form or in consultation)
Indirect
to whole class (e.g. The class did poorly on the last test. Very generic.)
Formative
given during the run of the topic, enabling risk taking and adjustment prior to final