Giving feedback/feed-forward and evaluation of learning

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Presentation transcript:

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

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

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

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)

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)

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

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. http://www.faculty.londondeanery.ac.uk/e-learning/feedback/models-of-giving-feedback

Preparing to give feedback http://fnsnmstream.kcl.ac.uk/OSCE/Borderline/

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

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