Strategies for Effective Feedback - JCU Contents: Strategies for Effective Feedback How do I provide feedback? When do I provide feedback? Strategies for Effective Feedback Price and O’Donovan (2006) suggest that effective feedback starts with a set of explicit criteria and standards that the student understands, and which form the basis for both feedback and evaluation. Your goal as a workplace educator is to deliver feedback in a respectful and constructive manner, which will help the student learn and develop. Back to top An acronym to help remember how to give effective feedback is "CORBS": Clear; Owned; Regular; Balanced; and Specific (Hawkins & Shohet, 1989). Feedback that is effective will: Please remember that no matter how well you give feedback, individuals will react differently to your comments. How do I provide feedback? Feedback can be provided in a number of ways and forms.It can be: You will use different methods of feedback on a daily basis. When do I provide feedback?
Giving Effective Feedback Home » Resources » Leadership Exercises & Tips » Leadership Skills » Giving Effective Feedback Giving Effective Feedback One of a leader's responsibilities is to create and utilize a forum for open, constructive communication in which feedback is one important aspect. Feedback is communicating to a member or group(s) how their behavior has affected us or other people. Effective feedback, both positive and negative, is helpful to others. It is specific rather than general. Improving Your Teaching: Obtaining Feedback Adapted from Black (2000) Center for Research on Learning and Teaching Just as students benefit in their learning from receiving your comments on their papers and assignments, you may find it beneficial in improving your teaching to receive feedback from your students. The more information that you gather about your teaching the more you can make informed changes that will be beneficial both to your students and to you as you develop as a teacher. Student Feedback Receiving student feedback in the middle of the semester can help you know what you are doing that facilitates the learning of the students and it will help make you aware of any difficulties they may be having with your instruction. Two useful methods of getting information from students on how they perceive your teaching are outlined below. Get written feedback. Students are asked to discuss each of these questions in their groups. Self Reflection Peer Observation Videotapes and Consultation References Adapted from: back to top
Exit Cards I spend time over at Mary Frazier’s helpful A Chat with Mary site and was recently reminded of a great strategy that encourages deep thinking and helps teachers assess learning. The strategy is called Exit Cards. I had the chance to learn more about the idea several years ago while working with teachers on differentiated instruction and still use it. I’m also re-reading the book Brain Rules by John Medina and am in the section that talks about using structured repetition to encourage long-term memory. So how does it work? At the end of a lesson, learning activity or class period, the teacher poses a simple prompt or question. Plan for about three to five minutes for kids to finish and to collect the cards. What was the most important thing you learned today? Remember . . . the goal is to help kids cement learning and to provide feedback so that you can modify your instruction. Have fun! “My toolkit for reading.” Like this: Like Loading...
Getting Immediate Student Feedback the Plus/Delta Way November 2, 2011 By: Susan Codone, PhD in Teaching and Learning Professors teach in a vacuum; we enter the classroom, deliver our lessons, and leave, and rarely get any feedback on the quality of our instruction before the end of the semester when formal faculty evaluations are completed by students. Other than grades on tests and other assessments, we really don’t know for sure if students are learning what we are teaching, and we often don’t have a good handle on whether our instruction is working. This semester I have one student who thanks me every time he leaves class. Kember, Leung, & Kwan, writing in Assessment & Evaluation in Higher Education (2002) indicate that formal faculty questionnaires completed by students at the end of the semester are not always effective in improving faculty performance, for many different reasons. That’s why I like to use something called a “plus/delta” evaluation. It’s not a perfect solution, of course.
Eliciting formative feedback from students | Cape Breton University - Teaching and Learning Centre Have you ever felt, even after careful planning, that what you are doing in the classroom just isn’t working? We all make mistakes, we try strategies that don’t work as planned, and teaching can improve a great deal if we actively seek out student comments and make adjustments in teaching strategies, even in mid-course. Formative feedback from students can enhance the teaching and learning experience for both instructors and students. Preparation Determine what requires feedback. Rationale: Summative feedback from students at the end of the course does not benefit the students providing the feedback, so students’ responses may be cursory. Providing opportunities for remediation on an ongoing basis enhances the quality of the course. Collaborating with students about changes in instructional design brings to light students’ value and responsibility in the teaching and learning process.
Tradeoff Method Sean Tanner, Public Policy Soliciting useful student feedback can be difficult. At best, the data from a poor feedback instrument will be disregarded as noise; at worst, it will cause the GSI to make unproductive choices in her future teaching jobs. Last semester, I experimented with a method of collecting student feedback that would force the students to make tradeoffs in my time and effort. With the data from this form, I was able to get a far richer picture of student preferences than a simple Likert-scale questionnaire would have allowed. The immediate response from students was overwhelmingly positive.
Course Evaluations: Helping Students Reflect on Their Feedback April 3, 2013 By: Maryellen Weimer, PhD in Teaching Professor Blog I always hesitate to do posts on student ratings. Yes, students can learn from activities that involve them in providing instructional feedback, especially if it’s focused on their learning experiences in class. The trick is coming up with feedback activities that garner these benefits and I just found a great example. How would you describe your ideal professor? The article is worth reading for the quotes excerpted from the student papers alone. There are lots of potential spin-offs from an activity framed around these questions. There’s lots of research documenting that students don’t believe that their feedback is taken seriously by institutions or instructors, which in part explains the poor quality of the feedback they provide. Please share the ways you collect, respond to, and use feedback from students. Reference: La Lopa, J. (2011).