C+ Pass/Fail A A- 85% F S Unsatisfactory 67% D C B 93%

 Research indicates that students prefer field instructors who give them ongoing and critical feedback regarding their performance. Two findings from the second national student survey reported in 2006 provided a dramatic contrast- 80% of students were satisfied with their course overall, 40% were not satisfied with their course assessment and feedback.

 There may be many reasons for the students to show these differences.some students were dissatisfied with the marks they were awarded; and the way they were assessed and feedback they got.

 The students would like to know their marks or level of performance as soon as possible after they submit their assignments which helps them to achieve their best performance. Hence a timely feedback is a must.

 Information provided to a learner in order to help him to continue the behavior or modify the behavior.  Information that assists learners in correcting their course.

 Information is learner uses to improve.  Information a learner uses to help him accomplish a set of learning objectives.

 Feedback is information and is formative in nature.  Evaluation is a quantification or judgment about performances (e.g. grade A, B, C or scores in the scale).

GOAL The goal of feedback is learning. Educators must provide critical and constructive feedback to students in order to facilitate learning and promote ongoing improvement. Students are expected to make mistakes and errors in judgment. Students can only correct mistakes and improve their practice.If these mistakes are identified, suggestions are provided.

 Is specific and avoids vague comment.  Is varied in its method of application.  Uses models showing desired outcomes.  Shows a valuing of students work.

CONTI...  Uses marks or grades only some of the time.  Provides time for students to act upon advice.  Enables students to know how they will benefit.

 Well timed and expected.  Based on observation or reliable information.  Specific, not generalizations.

 Regulated in quantity.  Phrased in descriptive non-evaluative language.  Undertaken with the teaching and student working as allies with common goals.

ARCH MODEL Correct Help by building improvement plan with learner. ReinforcementAsk for self assessment AR CH

1.Feedback is provided in ways that students accept them. o Harsh and insensitive care cause damage to the supervisory relationship thus limiting the potential for learning and improvement.

2.Clear guideline o Clear guidelines for performances expected from students.without these students may feel that they are unfairly criticized. o Feedback is best received when it is based on direct observation of their performance rather than comments from others.

3.Empathy  Students are likely to respond well to feedback when they believe their instructor, understands them well.  Analyze the situations from your student’s perspective to try to understand their actions and then communicate to student.

4.Timeliness  Feedback is best received when it is provided immediately following action it concerns.

5.Regularity  Feedback is given after every direct observation of student’s performance.  When regular feedback is given students will expect this and be more open to discussing their performance.

6.Balance  Feedback is best received when it is balanced with both positive and negative comments.  Best to begin to provide some of the positive elements of behavior and then go on to the negative ones.

7.Consciousness and Directness  Feedback should be clear and easy to understand.  Specific and concrete suggestions for change should be provided.

8.Follow up  Effective feedback involves regularly following up on the students use of feedback.  When suggestions for change or improvements are made, relevant tasks or assignments should be developed that offer students the opportunity to incorporate these suggestions and help students to develop new skills.

9.Know your student  Each individual responds differently to feedback.  Some personality type will welcome substantial feedback, while others may be uncomfortable.

 Encourage students to discuss their feeling about the feedback to establish open and trusting environment.  When trusting environment exists the feedback is received well.

1.Sandwich method: It is fairly a simple method.  Strengths- points for improvement  The delivery of the feedback is structured in a way the weaknesses are mentioned in between the strong points.  list all the positive points and divide them into two parts.

 At the start of the feedback session mention the first half of the positive points,afterwards list the points for improvement and  Lastly end with remaining half of the positive points. This method is more effective for oral feedbacks.

2.Collaborative action plan:  It is a practice in which the student and teacher agree on a solution to the problem.  Action planning will help to realize that feedback reports are not personal attacks but they are solvable problems.

3.Stop-start continue.  It is an evaluation format which can be used during one-on- one feedback sessions. They are encouraged to think what are the things to stop, to start, or to be continued.  Format contains –points for improvement (stop), suggestions (start) and good points (continue). This method helps to think wholistically and limits them in giving negative points. 

 METHODS Written Oral METHODS Focused group discussion.

 Consider both intellectual and the emotional perspectives while commenting students work.  Use a friendly conversational tone.  Ensure handwriting is legible or type it out.

 Return the feedback promptly (ideally within 2 weeks of submission) and before they submit their next assignment.  Be available to students after they have received their feedback for discussion.

 Phrase the comments as statements and not as questions.  Explain your comments.  Tell the students what they did well and why as well as where they went wrong and why.

 Unravel misunderstanding.  Point out and explain irrelevant context.  Point out and explain missing context.  Consider referring the students to cases statutory sections, chapters/papers in particular texts.

 In places rewrite the students wording to demonstrate improvement (rather than commenting this is confused) this could be better expressed, needs to be more succinct.

 Ticks without explanatory comment are fairly helpful.  Writing “good” without explaining why something was good or how it could be better.

 Frequently using question marks and expressing comments as questions creates uncertainty for students. However the occasional question to encourage the students to think is helpful.  Excessive criticism discourages the students.

 Giving so much feedback that a student is unable to distinguish between the minor points indicated for improvement and the major.  Exasperation, sarcasm, rudeness, attempts at humor at students expense.  Avoid the words which the student does not know.

 Abbreviations, poor grammar, spelling and punctuation.  Instructions which are difficult to act upon without further clarification.

 Highly demanding of staff timing.  Difficult to provide individually tailored written feedback for all assignments.