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Moving From Feedback to Feedforward
Writing With Integrity 2013Poynter Institute
Erin Goergen, Teri Trede, Floyd Butz IV
What is Feedback?
“Feedback is an objective description of a student’s performance intended to guide future performance.”
~W. Fred Miser
Why Do We Give Feedback?• “Effective feedback, however, shows where we are in
relationship to the objectives and what we need to do to get there.
• “It helps our students see the assignments and tasks we give them as opportunities to learn and grow rather than as assaults on their self-concept.
• “And, effective feedback allows us to tap into a powerful means of not only helping students learn, but helping them get better at learning.”
~ Robyn R. Jackson
Effective, Formative Feedback is:
• Timely• Constructive/Corrective• Specific• Focused on the product, not on
the student• Understood by the student
Feedback Types
Motivational Feedback• Feel good• Encourage and support• Little guidance on how to
improve
• Example: “I like how you completed the assignment”
Evaluative Feedback• Measure achievement
with a grade• Summarize achievements• Little guidance on how to
improve
• Example: “Your score is 73%
Feedback Types
Descriptive Feedback• Specific improvement steps
given• Specific guidance on how
to improve
• Example: “You reported on the size of plants in each treatment. Now you need to divide that number by the total number of seeds to get the growth rate.”
Effective Descriptive Feedback
• Internalized feedback• Intended to increase
independent thinking
• Example: “I agree with your interpretation of the data; however, I am not convinced that the response is due to your treatment. How could you clarify the connection?”
Motivational Evaluative Descriptive Effective
Feedback is primarily motivational
Feedback is primarily evaluative
Feedback primarily tells the student how to correct their reasoning.
Feedback asks the student what to do to move their reasoning to the next level.
Purpose: to encourage and support the learner
Purpose: to measure student achievement with a score or a grade
Purpose: to improve learning by indicating to the student what needs to be improved
Purpose: to improve learning, by moving student reasoning to the next level
Summative Formative
Feedback Types
What About “Good Job?”
• Supportive, but non-specific.• Does not improve the learner’s skills and
performance.
• Example: Surgery students tying knots were given compliments vs. specific feedback.– Compliment group was more satisfied.– Feedback group had improved performance.
Boehler M, Rogers DA et al. Medical Education 2006; 40:746-749
Effective Feedback Can Also Be Provided By Students!
• Students can keep track of their own performance– Use self assessments
• Teach students how to give feedback– Use peer feedback
• Schartel S. A., Giving feedback- An integral part of education. Best Practices & Research clinical Anesthesiology. 2012 (26): 77-87.
Student Buy in
How do we work with students so they can see the value in feedback?• Is it clear?• Does it relate to goals and standards
the students don’t understand?• Is feedback given too late?• Is feedback applicable to their studies?• ...does it feed forward?
What Would You Do?
Your laboratory students are required to turn in lab reports after each new lab. One of your students turns in their lab report promptly, and consistently every week. However, each week the same errors are repeated. What feedback would you provide to this student?
Moving From Feedback to Feedforward
(Beaumont et al 2008)
References
• Beaumont, C., O'Doherty, M., & Shannon, L. F. (2008). Staff and student perceptions of feedback quality in the context of widening participation. York: Higher Education Academy.
• Boehler, M., & Rogers, D. A. (2006). Medical Education, 40, 746-749.
• Miser, W. F. (n.d.). Giving effective feedback. Retrieved from http://www.r-scope.ca/websitepublisher/downloads/Giving%20Effective%20Feedback.pdf
• Schartel, S. A. (2012). Giving feedback - an integral part of education. Best Practices & Research Clinical Anesthesiology, 26, 77-87.