Feedback (1)

FEEDBACK
PED09
FEEDBACK
•It is the information or comments
about something that one has done,
which tells how good or bad is done.
•It tells about how one is doing in his
efforts to reach a goal.
•It is an ongoing process.
FEEDBACK
•Effective feedback helps students to
develop their understanding and improve
their performance.
•It is a process that provides information to
individuals about their working in terms of
strengths and weaknesses in order to bring
desirable improvement in its working.
Characteristics of
Effective
Feedback
Characteristics of Effective
Feedback
• It is specific and performance-based.
• It is descriptive, not labeling.
• It focuses on the behavior, not the trainee.
• It is based on observations, repeated if
possible.
• It begins with "I" statements.
• It balances negative and positive comments.
• It is well timed performance-based.
Characteristics of Effective
Feedback
• It is anchored to common goals (for example, the trainee’s
learning or performance).
• It provides for two-way communication, soliciting, and
considering the receiver’s input.
• It is brief. (Be alert to signs of resistance).
• It is based on trust, honesty, and concern.
• It is private, particularly if it is negative.
• It is part of your regular teaching process, not an
exception to the norm.
• It provides for follow-up.
Characteristics of FEEDBACK
•Meaningful •Identify strengths
•Specific and weaknesses
•Detailed •Provide effective
•Evaluative guidance
•Positive •Ends with a
•Written clearly positive note.
Purpose of
FEEDBACK
Purpose of FEEDBACK
•To justify to students how their

mark or grade was derived.
•To identify and reward specific
qualities in student work.
•To guide students on where they
have to improve.
•To motivate students.
Purpose of FEEDBACK
•To develop their capability to

monitor, evaluate, and
regulate their own learning.
•To describe the strengths and
weaknesses of their work.
Principle for giving
FEEDBACK
Principle for giving FEEDBACK
•Give feedback as soon as

possible.
•Focus on the positive.
•When giving negative
feedback, suggest alternative
behavior.
Principle for giving FEEDBACK
•Focus on behavior that can be

changed.
•Engage the students in practical
exercises.
•Provide feed-forward so students
bring their performance closer to
goals.
TYPES of
FEEDBACK
Informal feedback
• Informal feedback can occur at any times as it
is something that emerges spontaneously in
the moment or during action. Therefore,
informal feedback requires the building of
rapport with students to effectively encourage,
coach or guide them in daily management and
decision-making for learning. This might occur
in the classroom, over the phone, in an online
forum or virtual classroom.
2. Formal feedback
•Formal feedback is planned and
systematically scheduled into the
process. Usually associated with
assessment tasks, formal feedback
includes the likes of marking criteria,
competencies or achievement of
standards, and is recorded for both the
student and organisation as evidence.
3. Formative Feedback
• The goal of formative assessment is to monitor
student learning to provide ongoing feedback that can
be used by instructors to improve their teaching and
by students to improve their learning. Therefore,
formative feedback is best given early in the course,
and prior to summative assessments. Formative
feedback helps students to improve and prevents
them from making the same mistakes again. In some
cases, feedback is required before students can
progress, or feel capable of progressing, to the next
stage of the assessment.
4. Summative feedback
• The goal of summative assessment is to evaluate
student learning at the end of an instructional
unit by comparing it against some standard or
benchmark. Therefore summative feedback
consists of detailed comments that are related to
specific aspects of their work, clearly explains
how the mark was derived from the criteria
provided and additional constructive comments
on how the work could be improved.
5. Student peer feedback
•There is no longer need for teachers to be
the only experts within a course. With basic
instruction and ongoing support, students
can learn to give quality feedback, which is
highly valued by peers. Providing students
with regular opportunities to give and
receive peer feedback enriches their
learning experiences and develops their
professional skill set.
6. Student self-feedback
• This is the ultimate goal of feedback for learning. During
the provision of feedback, teachers have the opportunity
not only to provide direction for the students, but to teach
them, through explicit modelling and instruction, the skills
of self-assessment and goal setting, leading them to
become more independent (Sackstein, 2017). To help
students reach autonomy teachers can explicitly identify,
share, and clarify learning goals and success criteria; model
the application of criteria using samples; provide guided
opportunities for self-feedback; teach students how to use
feedback to determine next steps and set goals; and allow
time for self-feedback/reflection.
7. Constructive feedback
•This type of feedback is specific,
issue-focused and based on
observations. There are four types of
constructive feedback:
1. Negative feedback – corrective
comments about past behavior. Focuses
on behavior that wasn’t successful and
shouldn’t be repeated.
7. Constructive feedback
2. Positive feedback – affirming comments
about past behaviour. Focuses on behaviour
that was successful and should be continued.
3. Negative feed-back – corrective comments
about future performance. Focuses on
behaviour that should be avoided in the future.
4. Positive feed-forward – affirming comments
about future behaviour. Focused on behaviour
that will improve performance in the future.
Tools in providing
feedback
In CBT, feedback should be
immediate and continuous. When
using the modular self-paced
method, the trainer is not always
1. Answer key
• the answer key in the module is a way of checking whether
the trainee is learning what he has to learn from the
Information Sheet. You should instruct your trainees to
always compare his answers to self-checks with the
answer key provided in the CBLM. Apprehensions on
developing dishonesty will be resolved if your trainees
know that there will be a written test given as a part of
your institutional competency evaluation. Motivate them
to learn knowledge on their own through this process.
2. Performance criteria checklist
• this tool is provided in the CBLM. This is a tool that a trainee
can use to evaluate his own performance when practicing
skill. This is a list of criteria which you should see in the
performance of the task or job. Motivate your trainee to use
this as a tool for self-evaluation, peer evaluation and
ultimately for trainer evaluation. Self-evaluation is only good
if the criteria is well-written and well planned.
• The Performance Criteria Checklist should include on the list
the four dimensions of competency so that Knowledge, Skills
and Attitude is checked against this list while the task/job is
being practiced.
3. Evaluative feedback
• this is feedback given by the trainer as a result of evaluation. This
can be given in a written form as in the use of the Competency
Assessment Result or giving back the checked and scored test
papers. This can also be given orally while evaluating the
performance of a task or job or after a competency evaluation.
• Feedback about the result of competency assessment such as
scores and acquired competency are very important information
that the trainee should be notified of as soon as possible.
Immediate feedback is very critical in learning. The trainee should,
therefore, be informed about his performance, his mistakes, and
the gaps in his performance just after the assessment.
4. Other monitoring tool
•monitoring tools such as the progress

chart, achievement chart, trainee
record book can also be effective
feedback and constant reminders on
the learning activities of a trainee.
Thank you!

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FEEDBACK

•To justify to students how their

•To develop their capability to

•Give feedback as soon as

•Focus on behavior that can be

•monitoring tools such as the progress

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