Tutorial Methods of Instruction

Assessment and FeedbackAdapted from a presentation at PBL2002 by

Dr. Bill Galey, University of New Mexico,School of Medicine

Five Assessment Questions

• Why should assessment be done?

• What should be assessed?

• When should assessment occur?

• Who should do assessment?

• How should assessment be done?

Why is it important to Assess?

• To help the student improve• To inform the student and others of the

student’s level of content mastery• To determine if the curriculum and/or

teaching methods achieve the goals intended

Times for Assessment in PBL

• End of each class• End of each problem• Midterm• End of course• Whenever necessary

What should be assessed?

• Mastery of content knowledge• Attainment of skills• Attitudes about subject• Attitudes about PBL/PLTL• Behaviors that support group

functions

What can be assessed?

• Knowledge• Reasoning skills• Communication skills• Assessment skills• Attitudes and behaviors

Who should assess?

Self

Peers

Facilitator

Instructor

Assessment in PBL is Subjective

But so is assessment in most of life!

Seven Elements of Effective Feedback

• Establish shared common goals• Create a safe environment• Give clear feedback• Accept and consider “rebuttals”• Develop a plan for improvement• Seek and achieve a mutually

acceptable outcome• Establish a means to evaluate

results

Tips on How to Give Feedback so That It is Heard

•Use non-threatening language•Focus on patterns or behavior•That are associated with group goals and

objectives•Use specific examples•Be descriptive, not judgmental•Use “I” messages: I think…, I feel...

Tips on Giving Effective Feedback

•Use the “PNP” Approach“P” Say something Positive“N” Say something Negative or Needing attention“P” Say something else PositiveWhen using this approach, use transitional statements such as: “at the same time” or “in addition” Rather than, “but” or “however.”

Tips on Giving Effective Feedback

•Use the Four “What” Statements–What I liked about what you did. –What I would do differently.–What I would stop doing.–What I would continue doing.

Tips on Giving Effective Feedback

•Stick to the subject under discussion–Address one issue at a time. –Don’t let yourself be distracted

•Don’t give a monologue–Give receiver a chance to respond.–Expect feedback from the receiver.

•Give feedback in a timely fashion–As soon as possible after the event

Give and Take in Feedback

•Being able to receive feedback well is important because:

–It models the behavior you want from students. –It “Levels” the playing field–It helps you become better

Receiving Feedback Non-Defensively

•Look at is as a potential learning tool, not as a criticism or attack.

•Manifest receptive body language•Avoid defensive response–Ask for clarification or examples. –Use active listening techniques: rephrase, paraphrase.–Ask for specific ideas about the issue can be resolved.

•Try to keep your ego separate from what is perceived as your behavior.

Receiving Feedback Non-Defensively(Continued)

•Remember, all feedback reflects sender’s perceptions, mood, and personality.

•Remember, making mistakes is human and that the worst mistake is not to learn from one’s mistakes.

•When responding:–Present your perceptions (if you feel it is necessary). –Avoid excuses.–Focus on the issues presented. (If you have issues with the presenter, raise them at another time.)

Achieving a Mutually Satisfactory

Outcome

Summarize what has been agreed to.

Set time to check back with the person to discuss progress.

Qualities of Good Feedback

•Honest•Succinct•Substantive and concrete with references

to observed behaviors•Sparse in “feel-good” statements•Internally consistent•Balanced with both strengths and

weaknesses

How to Make It Work

•Do it regularly•Keep notes on behaviors and

examples•Begin with the group–What did we do well? –What can we improve next time to maximize our learning?

•Model self-assessment–Invite others to comment.–Listen and learn (don’t be defensive)

How to Make It Work

•Have students self-assess–Others add their observations –Add your thoughts to those of the group

•Be gentle•Be aware of prejudices and interpersonal

dynamics.•Be flexible.

How to Make It Work

When peer assessment is unkind–Rephrase in neutral words–Give the deliverer feedback on their assessment