How Feedback Can Be Considered When Implementing Effective Feedback

Feedback is an essential part of evaluating your performance. Colleagues are able to identify strengths of your work and also improvements on weaknesses. Feedback helps you to identify areas for improvement (such as skills to develop, learning resources, behaviour management strategies etc.). In addition it can help you become more aware of your own practice and identify problems before they arise to encourage change within future experience. By encouraging feedback an honest appraisal helps you to develop professionally. By asking for specific examples provides clarity for future development. Feedback can be gathered from colleagues as said during TA School drop ins (see appendix) and management in individual meetings and group discussions,

Many people have significant difficulty in accepting criticism in any form, even where it is intended to be supportive and constructive. If we are aware that you are likely to have difficulty accepting criticism, we should try to prepare ourselves to view feedback from any source as precious and useful information that can add to our ability to reflect effectively on our work. This is not easy, but it is essential.

Tangible and Transparent feedback is vital for all students and parents. Parents have been tangibly giving feedback to their students since they were born. When a child whimpers, a parent responded. When a child learns to walk, the parent cheered. However, they also provide feedback when a child is irresponsible. As a teacher, I can use that love and connection to have feedback with the

Discuss the importance of receiving and responding to feedback on your scholarly writing. What you have learned about the scholarly writing process up to this point in your academic career? And how will feedback and peer-review help you to write a critical review of the research literature?

Is an essential part of the assessment cycle, feedback shows both learners and trainers how they are progressing. It is not a criticism and should be helpful to learners to understand their behaviour and actions.

Whether a leader defines success as career progression, sphere of influence, or the continual improvement of their management skills, there is one singular fact that all leaders must grasp in order to be effective and impactful: they have to become great providers and receivers of feedback. To grow in one?s ability to give and receive feedback, one ought to begin with learning to receive feedback well by recognizing

This strategy will assist with promoting and interpreting feedback among the students. I hope it will extend the learning. The Visible purposeful empowering learns together facilitate learning together in small groups. Students are accustomed to receiving feedback from adults but not peers. I want the students to learn to critique to better themselves and their peers. Students should think of themselves as a source of knowledge to others. (Krechevsky, p.121). They need to offer, accept feedback.

Following an end of term student evaluation ‘student satisfaction’ specifically the need to facilitate ongoing student progress and development was identified as a business area that required improvement. Students requested feedback to be provided on an ongoing basis, in addition to the end of term progress reports. The rationale behind this request was to create a learning environment which enables students to address key problem areas and demonstrate consistent improvement throughout the term. As such, introducing an ongoing feedback mechanism to support student learning and

“Setting objectives and providing feedback work in tandem” (Dean et al., 2012). According to Hattie and Timperley (2007), “teachers need to identify success criteria for learning objectives so students know when they have achieved those objective” (as cited in Dean et al., 2012).“Similarly, feedback should be provided for tasks that are related to learning objectives” helping students “improve their performance and solidify their understanding” (Dean et al., 2012). When teachers identify and communicate learning objectives to their students they send the message that there is a focus and reason for learning and determine a “focal point” by which they can plan their instruction and ensure students’ overall success (Dean et al., 2012). Feedback gives students “information about their performance relative to a particular learning objective so they can improve their performance and understand themselves better as learners” (Dean et al., 2012).

Her feedback is related to the learning goal and specifically includes the focus learner’s needs and reinforcing strengths. However, the candidates feedback does not properly include a strategy that addresses a

All this is in line with the LLUK Standard Domain E "The role of feedback in effective evaluation and improvement of own assessment skills."

By seeking feedback from a senior staff member you can identify areas of improvement in your skills and take the necessary actions to improve an problems and gives you recognition of areas that you have a high level of competence in. Feedback informs you when you are doing the right thing and the wrong thing so that you can make adjustments to make them right and keep on improving them. Your supervisor or manager who may give you feedback may suggest what you could do better or point out areas for further development. They may also provide you with the support that they can provide you with as in on the job learning opportunities, mentoring or coaching and sharing knowledge. How the impact of your learning and development will be implemented

Feedback allows the opportunity for both the teacher and the student to gain insight to what things that did that were impactful and those they could use a bit of editing or refinement. Feedback is helpful as it provides the trainer/student to get ideas or insight they may not have known or even thought about. The best part about feedback is that, if done well, can make the learning environment better for both parties. “Receiving feedback enables the learner to close a critical gap, specifically the gap between current status and a more desirable level of achievement” (Hattie & Yates, 2014, p. 66). For the student, feedback can be a means of guidance, to help them understand that they are headed in the right direction or steer them on the

Emphasis is given on feedback and reinforcing the correct skill in progress and how important it is for instruction.

Student Perceptions. Students provided a mix of positive and negative responses to the open-ended question regarding perceptions of the type of feedback received with more positive comments regarding annotated feedback. Positive comments regarding the benefits of annotated feedback included that “Coach’s Eye was very helpful to actually visualize what your body is doing instead of trying to guess”. A number of students had similar comments on the annotated feedback “really helped me to understand what I needed to improve and what I did well”, “I liked being able to see the angles of my arms and spine”, and “I could see what areas I was not doing correctly and what changes needed to be made”. The addition of the annotated lines and