1. Evaluation and Feedback

2. some definitions Assessment = making the observation -sitting next to Evaluation = assigning value - not grading uses words - based on goals - diagnoses what step theyre at

3. some definitions Feedback = course correction - not feeling good - based on evaluation - get them to next step

4. Diagnosing the Learner: goals (analytic) attitudes skills knowledge

5. Barriers?

6. Barriers I dont have time to sit down and do this. Am I being fair? Is my evaluation reliable? Will my feedback be well received? How will my eval be used?

7. The 5 Elements of Effective Feedback Create a Safe Environment Articulate Common Goals and Objectives Give Effective Feedback Receive Feedback Non-defensively Achieve a Mutually Satisfactory Outcome

8. Creating A Safe Environment State the purpose of the interaction Check for time and place Make clear that this is not a punitive but an interactive process Focus on problem solving Be open and accepting of feedback yourself Accept receivers disagreement, i.e. agree to disagree

9. Articulating Common Goals and Objectives Orient the learner to your expectations You cant get to your target if you dont know where you want to be

10. Giving Effective Feedback Use non-threatening language Focus on specific patterns or behaviors that are components of the goals and objectives Be descriptive not judgmental Use I messages Use the PNP approach: positive or personal, negative, positive

11. Giving Effective Feedback Use transitional statements such as at the same time, in addition, rather than but, or however. Stick to the subject under discussion, and dont allow yourself to be distracted from it. Dont monologue, ask for feedback and give receiver a chance to respond. Give feedback in as timely a fashion as possible

12. Receiving Feedback non- Defensively Perceive feedback as potential learning tool, not a criticism or attack. Manifest receptive body language Avoid defensive response, even if feedback is perceived as inappropriate. - Ask for clarification or specific example - Ask for specific ideas about how issue can be resolved - Use active listening skills: rephrase, paraphrase

13. Receiving Feedback non- Defensively Keep ego separate from behavior All feedback is a reflection of the senders mood, perceptions and personality Making mistakes is human Present perceptions and avoid excuses Focus on the issue at hand.

14. Tools Microfeedback-case by case Macrofeedback- formative Summative Evaluation

15. Tools Ask: How am I doing as a teacher? Ask: What are your strengths/weaknesses Tell: Summarize your observations and ideas Ask: What is the take home message? What steps are you going to take?

16. When Feedback is Hard Remind Learner of Expectations and Goals Stress that improvement is possible Review the data and examples that support your conclusions Help them identify an action plan DOCUMENT