1. Giving feedback/feed-forward and evaluation of learning
Anne Pegram
February 2014

2. Learning outcomes
At the end of the session the students will be able to:
Discuss the process of evaluating learning experiences
Be aware of how to provide constructive feedback/feed-forward

3. Feed-back/feed forward
Timely
Meaningful
Feed-back
Learning style
Feed-forward
Refinement
Improvement
Performance

4. Principles of feedback
Facilitate the development of self-assessment in learning by means of reflection
Encourage peer and teacher discussion around learning
Clarify what is good performance
Provide opportunities ie formative work to close the gap between current and desired performance
After Juwah et al (2004)

5. Principles of feedback
Feedback is timely, as near to performance as possible.
Feedback is given to enable improvement of future work ie feed forward.
Feedback relates to the assignment criteria/guidelines.
Feedback is received, attended to and auctioned by the student.
After Gibbs and Simpson (2004)

6. Giving constructive feedback
Focus on the activity and not person
Use words commensurate with performance
Give descriptors related to feedback

7. Pendleton’s rules (1984)
1. Check the learner wants and is ready for feedback.
2. Let the learner give comments/background to the material that is being assessed.
3. The learner states what was done well.
4. The observer(s) state what was done well.
5. The learner states what could be improved.
6. The observer(s) state how it could be improved.
7. An action plan for improvement is made.

8. Preparing to give feedback

9. Approaches to teaching a clinical skill - feedback
Pass
Demonstrates knowledge and understanding of the procedure as evidenced by:
Fluent and co-ordinated
Organised approach to the skill
Skilful and accurate performance of key steps
Safe and sensitive practice
Professional attitude
Confident
Timely (performs skill within recommended time limit)
Borderline pass
Lack of fluency and/or co-ordination
Organised approach in parts of the skill
Skilful in part but occasional inaccuracies
Lacks confidence
Does not complete skill within recommended time limit
Needs development
Disorganised in most parts of the skill
Lacks skilfulness and accuracy in most parts of the skill
Lack of safe and sensitive practice
Lacks professional attitude
Does not complete skill within the recommended time limit

10. References
Duffy K (2013) Providing constructive feedback to students during mentoring. Nursing Standard. 27 (31) 50-57