This document provides guidance on giving constructive feedback in university teaching. It discusses principles for effective feedback, including having a clear aim, being based on observations, and considering when and where it is delivered. Feedback should support learning, problem solving, skills development, and self-esteem. Examples of feedback questions are provided. Key recommendations for delivering feedback include being descriptive, specific, focused on behavior, and mindful of timing and the receiver's needs. Feedback givers should check for understanding and allow self-assessment.

1. Satu Öystilä 2015
Constructive feedback in university teaching
Eduta Oy
Puh. +35850 564 4887
info@eduta.fi
www.eduta.fi

2. The feedback
Remember that giving feedback is the most
sensitive area of communication

3. Principles of giving feedback
What is the aim of the feedback? (Why?)
What kind of performance is the feedback based on?
What kind of observations and experiences are in the
background of the feedback giving?
When and where are you giving feedback?

4. The aim of the feedback
To support learning process
To support problem solving
To improve interpersonal skills
To develop self-esteem
To develop and work life competencies

5. The meaning of the giving and receiving feedback to
the teacher
Assessment
• Information about the skills and knowledge of the
students
• Information about the own teaching skills and
interventions
Motivation
• To motivate students
Facilitation
• Supporting the students to reflect new solutions

6. Examples of the feedback questions:
• What is the most important knowledge you learned
during the teaching session?
• How do you feel with your studies at the moment?
• What is especially well in the learning and group
process?
• Is there something you would like to change in the
group work?
• What else would you like to say?

7. Giving constructive feedback I
• Feedback is usually better when invited rather than
imposed.
• Be descriptive rather than evaluative. Describing
what we actually see or hear reduces the need of
the receiver to react defensively.
• Reveal your own position or feeling to the other
person, for example: I get very confused by your
questions.
• Be specific rather than general, for example: that is
the third time you have said one thing to me
privately and another publicly.

8. • Talk about the performance, not about the identity of
the feedback receiver.
• Give concrete, honest and detailed feedback.
• Take into account the receiver´s needs as well as your
own.
• Direct feedback towards behaviour the receiver can
change or control.
• Give the feedback with me-form, don´t invoke the
others.
Giving constructive feedback II

9. • Timing is critical: it is usually better to give
feedback as soon as possible after the particular
behaviour, though one should always take into
account the social situation, the receiver´s
vulnerability and her/his readiness to listen.
• Check that the receiver has understood – get
him/her to reprhase the feedback to see if it is
what you had in mind.
Giving constructive feedback III

10. • Give the possibility to use self assessment.
• When feedback is given in a group allow giver
and receiver the opportunity to check with
others in the group on its accuracy.
• When giving critical feedback don´t use the
words always, never, every time but here and
now, at the moment, with this exercise.
• The feedback is not the truth, but the giver´s
opinion.
Giving constructive feedback IV

11. • Appreciate and be interested in the feedback
receiver and show it.
• Give feedback in the neutral voice and way.
• Don´t give feedback when you are provoked.
Giving constructive feedback V

12. Giving constructive feedback VI
• Remember the assessment criteria when giving
feedback.
• You can ask the receiver what kind of feedback
he/she especially wants to get.