13/09/2012

1

EFFECTIVE FEEDBACK

Maura O’Rahilly

MISCP, PT AMNCH

May 2008

Content

• What is Feedback?

• Purpose of Feedback

• Features of Effective Feedback

• Models of Feedback

• Principles

• Pitfalls

What is Feedback?

• Information about how one performs in relation to a stated goal

• Effective Feedback provides:

– Information about what happened/ was done

– An evaluation of how well or otherwise the task was performed

– Guidance as to how performance can be improved

Purpose of Feedback

• Essential tool in teaching-learning process

• Empower students as self-regulating independent learners

• Foster a deep approach to learning

• Increase motivational beliefs and self-esteem

• Improves practice educators/tutors satisfaction

Effective Feedback

• 3 conditions necessary for students to benefit from feedback: – Possess a concept of the goal/ standard or

reference being aimed for

– Compare the actual (current) level of performance with that goal or standard

– Engage in appropriate action which leads to some closure of the gap

(Sadler, 1989)

Key Features

• Timely

• Specific

• “Owned” by the giver

• Understood by the receiver

• Delivered in a supportive climate

• Followed up with an action plan

• Not reserved for poor performance

13/09/2012

2

Process

• Seek students perspective

• Own the feedback

• Prioritise

• Consider the amount of information

• Consequences if behaviour not changed

• Specific suggestions

• Allow time to respond

• Check to ensure clear communication

Models of Feedback

• Sandwich Model

• DESC Model

• Six Step Problem Solving Model

• Formative Assessment Model

Sandwich Model

• Identify student’s strengths

• Identify student’s areas in need of development

• Reinforce student’s strengths

“Club” Sandwich

• What do you think went well

• What do you think needs improvement

• This is what I saw that went well

• This is what I saw that needs improvement

• How would you try to improve

• Here are some suggestions for improvement

DESC Model

• Describe the behaviour

• Identify the effect of the behaviour

• Outline a solution

• Define the consequences

Six Step Problem Solving

• Identify

• Discuss the Problem

• Agree

• Identify

• Discuss the Solution

• Agree

13/09/2012

3

Formative Assessment

Domain

Knowledge

Strategy

Knowledge

Motivational

Beliefs

Student Goals Tactics &

Strategies

Learning

Outcomes

Performance

External Feedback

(Teachers/ Peers/etc)

Teacher

set task

(Goals/

criteria/

standard)

STUDENT

Monitoring Gaps

(Self Ax)

External Processes

Processes Internal to Student

Dialogue

Paths of Internal Feedback

Good Feedback Practice

• Facilitates development of self-assessment in learning

• Encourages teacher-peer dialogue around learning • Helps clarify what is good performance • Provides opportunities to close the gap between

current and desired performance • Delivers high quality information to students about

their learning • Encourages positive motivational beliefs and self-

esteem • Provides information to teachers that can help shape

the teaching

Pitfalls

• Avoidance

• Pussyfooting/ Sledgehammer

• Smiling demolition

• Jokey putdown

• Too much information

• Lack of follow-up

Final Thoughts!

• Not reserved for poor performance

• Performance specific vs person specific

• Link with learning styles

• Immediate if possible

• Continuous and regular process

• Continued support and respect

• “ If our aim is to improve student performance, not just measure it, we must ensure that students know the performances expected of them, the standards against which they will be judged, and have opportunities to learn from the assessment in future assessments.”

(Grant Wiggins, 2002)

References

• Anders R (2001) “Feedback without Fear” Association of Operating Room Nurses 74 (6) 882-884

• Dohrenwend A (2002) “ Serving up the Feedback Sandwich” Family Practice Management Nov- Dec 9 (10) 43046

• Ellis R, Gates B, Kenworthy N (2003) Interpersonal Communication in Nursing 2nd Edition London: Churchill Livingstone

• Hayes J (2002) Interpersonal Skills at Work 2nd Edition New York: Rutledge • Hewson M, Little M (1998) “Giving Feedback in Medical Education” Journal of General

Medicine 13 (2) 111-116 • Nicol D, MAcFarlane-Dick D (2004) “Rethinking Formative Assessment in HE: a theoretical

model and seven principles of good feedback practice” • Ovando M (1994) “Constructive Feedback: A Key to Successful Teaching and Learning” The

International Journal of Educational Management 8 (6) 19-22 • Sadler, D.R. (1989) “Formative assessment and the design of instructional systems”

Instructional Science 18 119-144 • Spickard (1998) “Words Hard to Say and hard to Hear” Journal of General Internal Medicine

13 (2) 142-143 • Stegelhofen J (1993) Teaching Students in Clinical Setting 2nd Edition London: Chapman & Hall • Tora E (2004) “Taming the Feedback Nightmare” T & D ISSN 1535-1749 (11) 71-72