13/09/2012

Content

EFFECTIVE FEEDBACK

Maura ORahilly
MISCP, PT AMNCH
May 2008

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)

What is Feedback?
Purpose of Feedback
Features of Effective Feedback
Models of Feedback
Principles
Pitfalls

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

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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 students strengths
Identify students areas in need of
development
Reinforce students strengths

DESC Model

Describe the behaviour

Identify the effect of the behaviour
Outline a solution
Define the consequences

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

Six Step Problem Solving

Identify
Discuss
Agree

the Problem

Identify
Discuss
Agree

the Solution

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Formative Assessment

Good Feedback Practice

Processes Internal to Student

Domain
Knowledge
Teacher
set task
(Goals/
criteria/
standard)

Strategy
Knowledge

Student Goals

Tactics &
Strategies

Learning
Outcomes

Motivational
Beliefs
Paths of Internal Feedback
STUDENT
Monitoring Gaps
(Self Ax)
Dialogue

External Feedback
(Teachers/ Peers/etc)

Performance

External Processes

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 selfesteem
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

References
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.

Anders R (2001) Feedback without Fear Association of Operating Room Nurses 74 (6) 882884
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 2 nd 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

(Grant Wiggins, 2002)