0% found this document useful (0 votes)
25 views3 pages

Constructive Feedbacking - WR

Uploaded by

smileydainty
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
0% found this document useful (0 votes)
25 views3 pages

Constructive Feedbacking - WR

Uploaded by

smileydainty
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 3

FM-AA-CIA-15 Rev.

0 10-July-2020

Study Guide in PROF ED 107: ASSESSMENT IN LEARNING 1 Module No.1

UNIT V

CONSTRUCTIVE FEEDBACKING
LEARNING OBJECTIVES

At the end of this Module, you should be able to


1. Explain constructive feedbacking and its use in the field of education
2. Discuss the Principles and Characteristics of Constructive Feedback
3. Discuss the two fundamental forms of feedback

Lesson Proper

Constructive feedback is the type of feedback aimed at achieving a positive outcome by providing someone
with comments, advice, or suggestions that are useful for their work or their future. The outcome can be faster
processes, improving behaviors, identifying weaknesses, or providing new perspectives.
Constructive feedbacking is not always positive, rather it can be focused on the areas where improvement is
required.

Chappius (2012) described three conditions, regardless of the form of feedback, that need to be in place before
offering feedback
 Students must be aware clearly o the intended learning
 Students needs to be aware of the connection of instructional activities inline with the intended learning
 Assessment must take place in order for students to see their improvements based on the result of their
activities

PRINCIPLES OF CONSTRUCTIVE FEEDBACKING

1. Given in a timely manner


Feedback is always most effective when given as soon as possible after the behavior has occurred. The
immediacy helps to reinforce a correct behavior and make it more likely to happen again. At the very least, it is
highly desirable to give corrective feedback before the situation occurs again.

2. Seeking self-feedback
The person is almost always aware of his or her own strengths and weaknesses, so it is far more effective to
allow the person to voice opinions before providing your own assessment.

3. Encourage Change
Work together to identify the desired change and how it can be achieved. Provide feedback (where you are
now), as well as feed up (where you are going) and feed forward (what is your next step).

4. Feedback should be for the learners’ benefit


Constructive feedbacking should be for the learners’ benefit. Feedback should be given that serves the needs
of the learner, rather than the needs of the giver
Giving feedback that makes us feel better or gives us a psychological advantage serves only to be destructive
to the learner and ultimately to the group as a whole.

5. Offer praise

PANGASINAN STATE UNIVERSITY 1


FM-AA-CIA-15 Rev. 0 10-July-2020

Study Guide in PROF ED 107: ASSESSMENT IN LEARNING 1 Module No.1

Positive reinforcement is one of the strongest factors in bringing about change. Unfortunately, a lot of people
always focus on what goes wrong! When you give corrective feedback, remember to point out corrective
behaviors first. This is as important as pointing out mistakes and areas that need improvement. And always end
the conversation on a positive.

6. Check out interpretations of feedback


Give the student the space to react or specifically ask him/her to react. This provides an immediate check on
whether the student has recognized and understood the feedback.
CHARACTERISTICS OF CONSTRUCTIVE FEEDBACKING

Educative in Nature
 Providing feedback means giving students an explanation of what they are doing correctly AND
incorrectly, with the focus of the feedback on what the students is doing right.
Sensitive to the Individual Needs of the Student
 It is vital that we take into consideration each individual when giving student feedback. Our classrooms
are full of diverse learners
It is descriptive rather than judgmental or evaluative
 By describing one’s own reactions, it leaves the individual free to use it or not to use it as they see fit.
By avoiding evaluative language, it reduces the need for the individual to respond defensively.
Focuses On behavior rather than on the person
 Feedback that refers to what the student does, allows scope for change
Individualized and relevant
 demonstrating empathy and attention to the particular learning style and needs of the student, rather
than comparing or generalizing to other students; feedback is linked to the particular learning goals of
the student.
Specific
 Being as specific as possible when offering feedback can help the individual gain as much context and
details about how they can improve.
Positive and encouraging
 balancing comment on strengths you have observed and what the student did well with areas of
weakness or that require further growth; encouraging improvement with practical and specific
suggestions.
Collaborative
 inviting student involvement and agreement in identifying strengths and weaknesses, in seeking
solutions, reaching conclusions and formulating plans for future action; facilitating self-evaluation.
Factual (not generalized)
 providing evidence-based examples based on observed performance that highlight actual strengths
and weaknesses of modifiable behaviors you have observed; providing specific suggestions of
improvements to what they are doing, or occasions where positive behavior was demonstrated, and
discussing outcomes of each behavior.
Respectful
 demonstrating mindfulness of acceptable boundaries, respecting confidentiality and using language
that is non-judgmental, and provided in a relaxed mutually agreed upon setting.
Digestible
 Focus on what matters. Identify one or two critical areas and help the person address them one at
a time. It is too hard to examine and try to change many aspects of behavior at one time. Restrict
feedback to one or two important points so that you do not overwhelm the other person with too
many things to consider.
Verifies perceptions

PANGASINAN STATE UNIVERSITY 2


FM-AA-CIA-15 Rev. 0 10-July-2020

Study Guide in PROF ED 107: ASSESSMENT IN LEARNING 1 Module No.1

 checking that the student has understood the intention and meaning of the feedback. Ask the
student to re-phrase the feedback received and what they found most useful. Ask if they have any
concerns about the feedback.

Fundamental forms of Feedbacking in Education


1. Oral feedback
 This form of feedback is less formal but can be very powerful and effective tool as it can be
provided easily in the teachable moment and in a timely way because it is given during a
lesson.

2. Written feedback
 Needs to include information about where the students have met the learning intentions and/or
success criteria and where improvement is still required.
 Provides students of what they are doing well, what needs to improve and suggested next
steps.
 This form of feedback is given after a task.

REFERENCES

https://www.ru.nl/lecturers/education/teaching-guiding/giving-feedback/constructive-feedback/
https://www.linkedin.com/pulse/seven-principles-giving-feedback-gerard-o-donovan
https://sc.edu/about/offices_and_divisions/cte/teaching_resources/grading_assessment_toolbox/
providing_meaningful_student_feedback/index.php
https://static1.squarespace.com/static/52f08547e4b09aa670948cf8/t/53210bfae4b0740a4186658c/
1394674682744/Principles+for+Constructive+Feedback.pdf
https://www.aftercancer.co/wp-content/uploads/2015/11/Principles-of-Constructive-Workshop-Feedback.pdf
https://otpecq.group.uq.edu.au/files/1225/Fact%20Sheet%204_1%20Characteristics%20of%20Constructive
%20Feedback.pdf
https://ofasd.msu.edu/wp-content/uploads/2017/08/Characteristics_of_Constructive_Feedback.pdf
https://www.indeed.com/career-advice/career-development/principles-of-feedback
https://education.nsw.gov.au/teaching-and-learning/professional-learning/teacher-quality-and-accreditation/
strong-start-great-teachers/refining-practice/feedback-to-students/types-of-feedback#:~:text=Effective
%20written%20feedback%20provides%20students,the%20student%20can%20make%20revisions.
https://www.eln.co.uk/blog/giving-constructive-feedback#:~:text=Constructive%20feedback%20refers%20to
%20building,their%20presentation%20skills%20or%20assignments.

PANGASINAN STATE UNIVERSITY 3

You might also like