Feedback, written or spoken, is a good guide to see how your work is progressing. It should tell you what you have done well and how you can improve and develop successful outcomes. It’s best to not make excuses about your work when the feedback is given. Absorb it, and try to understand what is being said and also the person’s point of view. Read your work and think about what the feedback refers to pay attention to positive and negative comments. After you have reflected upon the feedback try to come up with ideas to improve. Think of feedback as you would compliments and suggestions. Feedback can help a student fully appreciate their strengths and weaknesses which can help them develop further.
Providing Feedback to students
- Praise in public, criticize in private
- Always give feedback as close to the event as possible.
- Encourage positive actions by giving positive feedback.
- Give clear instructions if you need some revision on what has been written.
- Be sincere when you give a written feedback.
- Feedback should enable a student to see the gap between their performance and the AQF
- Giving feedback to the student helps them realise their strengths and weaknesses
- Giving a student regular feedback can help them to develop their workskills
- Feedback can tell you where you went wrong and affirm what you do right.
- Feedback is essential in developing our skills,
Feedback is not a regular occurrence in the majority of workplaces. The reason for this is
- People generally find it uncomfortable to confront each other about performance issues.
- Most people aren’t quite sure how to give the feedback effectively.
- Very few people like accepting negative feedback and see it as fail
Doing feedback on a task in written form means teachers are responding to ideas and information written by the students. Tutors can focus initial comments on what the student does well. In verbal feedback teachers are responding to the language and knowledge that students produce.
You can use closed questions to build on a students ’thinking. You can use open questions that invite multiple answers and encouraged the student to discuss and negotiate a final answer.