We often love to provide backpacking to others for learning and development and growth. We will give it. We also try to take it. But not being effective. Why is it? How to take feedbacks? What can be the ways?

1. The Art of Effective
Feedback
Shagufta Shazadi
Specialist Assessment, SIPD Pakistan
shagu.skm@gmail.com
11/6/2020

2. The power of
feedback
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3. Outline
What is FEEDBACK?
Purpose of feedback
Levels of feedback
Principles of feedback
Language of feedback
Types and delivery of feedback
Do’s & Don'ts in providing feedback
Receiving feedback
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4. Wait a Minute
Think for a while;
 Did you ever ask someone for feedback?
Or
 Do you like giving feedback?
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5. How if giving a
feedback be
like hitting by
tennis ball?
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6. Or giving a
feedback be
like a present
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7. If you are
asked to get a
feedback from
a person, to
whom will you
prefer to go?
Critique
Selfish
Vague
Personal
Negative
Focus on task creator
Defensive
Reactive
Compliment
Praise
Advice
Opinion
Bravo
Good job
Keep it up
Excellent
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8. The Good, Bad
& Helpful
Critique
Feedback
Compliment
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9. What is
Feedback
 Information provided by an agent (e.g., teacher,
peer, book, parents, self, experience) regarding
aspects of one’s performance or understanding.
 Critical assessment on information produced
 Feedback is information about what happened,
in light of a goal; there is no praise, blame, or
advice, just actionable data from some result.
Thus a “consequence of performance”
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10. What is
Effective
Feedback
 identifies and positively reinforces what was done well
 makes useful suggestions about specific ways students
could improve their work or change their approach for
future work
 corrects misconceptions revealed in the work
 is respectful of the individuality and worth of each
student
 is timely - it comes when it still matters to students and
when they can make the most of it
 enables students to refine their capacity to use
information to judge themselves in relation to similar
work or situations.
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11.  At its best
 Feedback is a powerful tool, stimulating honest
self-reflection, insight and improvement
 At its worst
 It’s the reason you, your students/ colleagues or
anyone wound up crying somewhere
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12. Advantages &
Disadvantages
of Feedback
Advantages
 Continuous improvement
 Change
 Achievement
 Useful in difficult situations
Disadvantages
 Time consuming
 Disastrous when it is ineffective
 Anxiety on getting prompt feedback
 Personal attack
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13. Purpose of
Feedback
For both teachers and students, effective feedback
must answer 3 questions:
 Where am I/ my student going? (What are the
objectives?) / Feed up
 How am I/ my student is going? (What progress
is being made towards achieving objectives?) /
Feed back
 Where to next? (What activities need to be
undertaken to make better progress?) / Feed
forward
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14.  Feedback about the task/product (FT)
How well has the task been understood and performed? Is
it correct or incorrect?
E.g.
 You need to include more about the Treaty of
Hudaybiyyah
 You have written the first thing first, but after that it
becomes muddled. You need to go through what you
have written, number the order in which things
happened, and re-write them in that order.”
Levels of Feedback
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15. Feedback about the process used to create a product
(FP)
What are the processes needed to perform the task? Are
there alternative processes that can be used?
E.g.
 Your writing will make more sense if you use the
strategies we talked earlier
 You were asked to compare these ideas. For
example, you could try to see how they are similar,
different, and how they relate together.
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16. Feedback about the self-regulation (FR)
Self-monitoring, directing, monitoring the processes and
task. What is the conditional knowledge and
understanding needed to know what you are doing?
E.g.
“You checked your answer with the resource book [self-
help] and found you got it wrong. Any ideas of why you
got it wrong [error detection]. What strategy did you use?
Can you think of another strategy to try and how else you
could work it out if you are correct?”
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17. Types of
Feedback
 Informal feedback
 Formal feedback
 Formative feedback
 Summative feedback
 Student peer feedback
 Student self feedback
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18. Principles of
Feedback
 Helping to clarify what good performance is.
 Facilitating the development of self-assessment
(reflection) in learning
 Delivering high quality information to students about
their learning.
 Encouraging teacher and peer dialogue around learning.
 Providing opportunities to close the gap between current
and desired performance.
 Providing information to teachers that can be used to
help shape teaching
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19. Language of
Feedback
Shouldn’t be
 Too vague
 Too complex
 Highlighting only the errors
 Too critical
 Overly complimentary
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20. Delivering
feedback
 Written Feedback
Advantages: The capacity to provide specific and
extensive feedback on strengths and weaknesses. Can be
re-read and referred too.
Disadvantages: Too much writing and students
are less likely to read it. Too little, and they can be unsure
how to improve. Academic staff have a habit of writing in
a professional 'academic' manner that many students, find
difficult to comprehend or understand.
So the feedback is lost.
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21. Delivering
feedback
Verbal Feedback
 Advantages: Is immediate and allows for
confirmation and clarification. Verbalizing feedback
encourages 'natural language' and not academic
jargon, thus allowing students to be more likely to
comprehend and understand
 Disadvantages: Not all staff are comfortable in
delivering face-to-face feedback, especially if there
are multiple issues with the task. Cannot be referred
to later, unless video or audio taped.
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22. How do you help
FEEDBACK RECEIVERS
grow without hurting
them?
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23. First thing first
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24. Feedback is
NOT
 A grade or score, nor a justification of grade or
score
 Praise (Nice job, good work, keep it up )
 Personal Opinion (I don’t like your word choice,
I am impressed by the essay you have written)
 Advice (The conclusion could have been better
if you have added another example)
 Evaluation (Incorrect spelling, wrong sentence)
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25. Praise into
offer feedback
“Nice job”
Modified:
“Nice job dear/ Naureen, the opening
statement of your article grabbed my interest
as a reader. However, it was very effective to
begin your write up with a provocative
question or a real life event.”
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26. Advice into
offer feedback
Your conclusion would have been better if you
included another example.
Modified:
 Your writing was clear and your account of the topic
was a helpful and interesting. However, the supporting
statements you supplied looked unfinished and rough; as
a reader, I was not convinced by them. Your conclusion
would have been better if you included another example.
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27. Opinion into
offer Feedback
Is this the best word choice, Essa?
Modified:
 Is this the best word choice, Essa? Think back to
the readings from this week. Be sure to use the
terminology from the field.
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28. Sandwich
Approach to
Feedback
Praise through identifying
strengths
The improving areas/
developmental needs
Opinion for improvement.
End on positive note
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29. Some more
tips
 Be specific as possible
 The sooner the better
 Address the learner’s advancement towards objective
 Present feedback carefully
 Involve learners in the process
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30. Tips
 Schedule a regular time for providing feedback
 Use your time wisely
 Don’t use your feedback time “editing” or “correcting”
 Focus on learning objectives and critical thinking
 Leverage the technology (online grading, rubrics, etc.)
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31. How do you
react when
you receive a
feedback?
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32. Receiving
Feedback
 Listen attentively and repeat what you hear (Verbal feedback)
 Read and understand carefully
 Never react
 Don’t try to be defensive
 Ask for specifics what you are doing well
 Say thank you
 Ask if you can check back
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33. OverToYou
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