Moving From Feedback to Feedforward

Writing With Integrity 2013Poynter Institute

Erin Goergen, Teri Trede, Floyd Butz IV

What is Feedback?

“Feedback is an objective description of a student’s performance intended to guide future performance.”

~W. Fred Miser

Why Do We Give Feedback?• “Effective feedback, however, shows where we are in

relationship to the objectives and what we need to do to get there.

• “It helps our students see the assignments and tasks we give them as opportunities to learn and grow rather than as assaults on their self-concept.

• “And, effective feedback allows us to tap into a powerful means of not only helping students learn, but helping them get better at learning.”

~ Robyn R. Jackson

Effective, Formative Feedback is:

• Timely• Constructive/Corrective• Specific• Focused on the product, not on

the student• Understood by the student

Feedback Types

Motivational Feedback• Feel good• Encourage and support• Little guidance on how to

improve

• Example: “I like how you completed the assignment”

Evaluative Feedback• Measure achievement

with a grade• Summarize achievements• Little guidance on how to

improve

• Example: “Your score is 73%

Feedback Types

Descriptive Feedback• Specific improvement steps

given• Specific guidance on how

to improve

• Example: “You reported on the size of plants in each treatment. Now you need to divide that number by the total number of seeds to get the growth rate.”

Effective Descriptive Feedback

• Internalized feedback• Intended to increase

independent thinking

• Example: “I agree with your interpretation of the data; however, I am not convinced that the response is due to your treatment. How could you clarify the connection?”

Motivational Evaluative Descriptive Effective

Feedback is primarily motivational

Feedback is primarily evaluative

Feedback primarily tells the student how to correct their reasoning.

Feedback asks the student what to do to move their reasoning to the next level.

Purpose: to encourage and support the learner

Purpose: to measure student achievement with a score or a grade

Purpose: to improve learning by indicating to the student what needs to be improved

Purpose: to improve learning, by moving student reasoning to the next level

Summative Formative

Feedback Types

What About “Good Job?”

• Supportive, but non-specific.• Does not improve the learner’s skills and

performance.

• Example: Surgery students tying knots were given compliments vs. specific feedback.– Compliment group was more satisfied.– Feedback group had improved performance.

Boehler M, Rogers DA et al.  Medical Education 2006; 40:746-749

Effective Feedback Can Also Be Provided By Students!

• Students can keep track of their own performance– Use self assessments

• Teach students how to give feedback– Use peer feedback

• Schartel S. A., Giving feedback- An integral part of education. Best Practices & Research clinical Anesthesiology. 2012 (26): 77-87.

Student Buy in

How do we work with students so they can see the value in feedback?• Is it clear?• Does it relate to goals and standards

the students don’t understand?• Is feedback given too late?• Is feedback applicable to their studies?• ...does it feed forward?

What Would You Do?

Your laboratory students are required to turn in lab reports after each new lab. One of your students turns in their lab report promptly, and consistently every week. However, each week the same errors are repeated. What feedback would you provide to this student?

Moving From Feedback to Feedforward

(Beaumont et al 2008)

References

• Beaumont, C., O'Doherty, M., & Shannon, L. F. (2008). Staff and student perceptions of feedback quality in the context of widening participation. York: Higher Education Academy.

• Boehler, M., & Rogers, D. A. (2006). Medical Education, 40, 746-749.

• Miser, W. F. (n.d.). Giving effective feedback. Retrieved from http://www.r-scope.ca/websitepublisher/downloads/Giving%20Effective%20Feedback.pdf

• Schartel, S. A. (2012). Giving feedback - an integral part of education. Best Practices & Research Clinical Anesthesiology, 26, 77-87.