Feedback

bull Feedback in education bull Feedback is information about lsquothe gaprsquo between the actual level of displayed

learning and the reference level of learning (Ramaprasad 1983)

bull Has been considered in literature for around for about 100 years

bull Behaviorist theory (Thorndike 1913)bull Positive reinforcement (Positive feedback)

bull Punishment (Negative feedback)

bull Not all feedback is effective or recognised

Importance of Feedback

ldquoClinical teachers should regard the art of giving feedback as a critical skill to be acquired through repeated practice and augmented by reflection on their own performancerdquo

(Cantillon amp Sargeant 2008)

Why is Feedback Important

bull Good performance is not reinforced and poor performance remains uncorrected

bull If a teacher makes no comment trainees may assume that all is well

bull Learners may have to rely on unreliable hearsay from colleagues and administrators to get the feedback they so desperately need

bull Learners may have to guess their level of competence based on how well they are coping

bull Learners may have to learn by trial and error at patientsrsquo expense

Power of Feedback

bull Formative Feedbackbull The power comes from the double approach of addressing both cognitive and

motivational domains bull Cognitive Gives information that allows them to understand where they are in their

learning and what to do next

bull Motivational Allows students to develop a feeling of control over their own learning

bull Good feedback contains information that the student can use however they must be able to hear it and understand ithellip

Analysis

bull Quantitative (Meta-Analysis)

bull Average effect of feedback is 041bull Average of 041 standard deviation of improvement 50th to 66th percentile

bull 38 percent of studies sampled had a negative effect on learning (better learning without feedback)

Kluger amp DeNisi 1996

bull Effective feedback is what we need

Competitive ClappingFeedback

Steve Capey

Clapping Contest

bull Imagine you are taking part in a clapping contest

bull Itrsquos an odd thing to do but just imagine it

bull Three judges are chosen to rate the quality of clapping on a 1-5 scale with 5 being the very best score and 1 being the worst

bull You are competing in this contest and you really want to do well

bull You have one practice trial where you get feedback from each judge and then you do it for real

httpwwwwikihowcomClap-Your-Hands

Do the basic clap

Open your hands and clap your

palms against each other with the

fingers held up towards the sky Do

it hard enough to get a good loud

smacking sound out of it but not so

hard you turn your hand red Some

people clap more by clapping the

fingers of one hand against the

palm of the other Do whatever

feels most comfortable for you

Stop clapping when it starts

to taper off

As soon as the clapping starts

to die down itrsquos ok to stop

clapping Clapping isnrsquot a

chance to interrupt a

performance itrsquos a chance to

celebrate it Get quiet with the

crowd and dont act silly

Do the royalty clap

You know when the Queen

comes out of the castle and

decides to applaud her loyal

subjects with a brief applause

Thats what youre going for A

demure clap can be done just by

clapping with the first two fingers

tapping them into your palm

What did you think about the judges feedback

Which judge gave the most effective feedback

Why

Judge 1

yoursquove gotten feedback ndash your marks ndash but you have no idea what theyrsquore based on You know you need to change something But what Theyrsquove given you no clue so yoursquore equally likely to change for the worse as change for the better

Judge 2

Yoursquove been told what not to do but you donrsquot know what your goal is So you can avoid the behavior you know they didnrsquot like (being quiet starting too loudly and not having enough texture and clapping too fast) But what are they looking for There are many many ways of clapping that avoid those things but still arenrsquot right Note too that in my example I had the judges give negative feedback But it works the same way if they only praised you If they tell you what you did right but gave you mediocre marks you know you need to change But you donrsquot know what or how

Judge 3

This is the most useful They tell you what your goal is ndash eliminating a whole range of possible behaviors They tell you which aspects of your technique will help you towards optimal performance They tell you what they donrsquot like as well And they even give you some ideas for techniques you may not have thought about

Feedback questions

bull Effective feedback should allow the learner to be able to answer these questions bull Where am I going

bull What level of performance is expected (Reference)

bull How am I goingbull At what level is the student performing now (Actual)

bull Where nextbull Plan of action to close the gap (if one exists)

Learner Dissatisfaction With Feedback

bull Too brief

bull Too negative

bull Too difficult to decipher

bull Too difficult to understand

bull Does not provide guidance on how to do things differently

Gibbs (2003)

What is lsquoeffectiversquo feedback

bull Marks vs Commentsbull Learners will look at feedback in this order

1 PassFail

2 Grade

3 Commentsbull What was weak

bull What was strong

bull Depending on timing and quality of feedback

bull Agreement of student view of feedback often depends on alignment with own view

Feedback Timing

bull Important for students to receive feedback whilst still focused on the task and when there is still time to do something about it

Good Timing Poor Timing

Returning a test the next day Two weeks after test

Immediate oral response to misconceptions

Ignoring errors or misconceptions

Going over things when module is over No opportunity to improve performance

Quality of Feedback

Ineffective feedback High quality feedback

Vague not descriptive may include sweeping generalisationsldquoYou did wellrdquo

Specific descriptiveldquoYou took time with the patients and explored their issues and expectations wellrdquo

Unnecessarily harshFocuses on negativeldquoYou canrsquot prioritise can yourdquo

Fair even-handed constructiveldquoPreparing an outline of your reading may help you consolidate conceptsrdquo

Focused on personality traitsldquoYou are too competitiverdquo

Focused on behaviourperformanceldquoyour views are valuable I also think that it is important to hear the views from the rest of the team toordquo

Based on rumour hearsayldquoI was told that you were poor at performing examinationsrdquo

Based on personal observationldquoI can see that you are having problems with your calculationsrdquo

Model of Feedback

bull Feedback about the task

bull Feedback about processing the task

bull Feedback about self regulation

bull Feedback about the student as a person

Feedback Things to Consider

bull Timing When given amp how often

bull Amount How many points made length of point

bull Mode Oral Written VisualDemonstration

bull Audience Individual vs GroupClass

bull Focus On work process self-regulation personality

bull Comparison To criterion to norm to self

bull Function Descriptive and non-judgemental

bull Valence Positive or Negative

bull Clarity Clear to student (not self)

bull Specificity Not overly general or just small details

bull Tone What the student will hear

Brookheart

The responsibility of the Learner

bull Listen to it (rather than prepare your responsedefence)

bull Ask for it to be repeated if you did not hear it clearly

bull Assume it is constructive until proven otherwise then consider and use those elements that are constructive

bull Pause and think before responding

bull Ask for clarification and examples if statements are unclear or unsupported

bull Accept it positively (for consideration) rather than dismissively (for self-protection)

bull Ask for suggestions of ways you might modify or change your behavior

bull Respect and thank the person giving feedback

Rules of Feedback

bull Base feedback on direct observationbull Describe what lsquoYoursquo saw It is difficult to base feedback on what someone else

reported and it lacks authenticity

bull Begin session with self assessmentbull Most students are more self critical than we would be based on their own

lsquonovicersquo understanding of performance

Feedback and Literature

bull Feedback has been demonstrated to reinforce or modify behaviourbull Positive feedback can reinforce good practices (Thorndike 1931)

bull Negative feedback can cause problems with motivation (Kluger amp DeNisi 1996)

bull Feedback enhances clinical performance (Veloski et al 2006)

bull If done well feedback is a very effective tool to assist learning

Barriers to Feedback (Krackov 2009)

Time and Placebull Shortage of time no place to give feedback

Knowledge basebull Unclear about purpose of feedback lack of performance data

Abilitybull No training in giving or receiving feedback

Affective factorsbull Poor rapport worries about the effect of negative feedback

Different expectationsbull Different perceptions between learner and teacher

Culture bull A culture that values feedback as a two way dialogue is essential

Types of Feedback

bull Ongoing feedback (informal)bull Frequent

bull Immediate often unplannedspontaneous

bull Mid-course feedback (Formal)bull Scheduled in advance planned

bull Teachers observations over time

bull End of course feedback (formal)

Three Methods For Feedback

bull Multiple methods exist for providing feedback

bull No right way for everyone and every situation

bull Mixtures of the elements of the methods can help to develop a rich feedback session

The Feedback Sandwich

bull Providing reinforcing and corrective feedback together

ldquoKiss Kick Kissrdquo

bull Sandwich corrective feedback between reinforcing feedback

bull Power balance favours the teacher

bull Passive for the learner

bull Try to avoid reinforcing the corrective statements by cuing it with words like ldquoButrdquo or ldquohoweverrdquo

The Feedback Sandwich

bull Reinforcing ldquoI like the way that you systematically examined Mr Smithrsquos abdomen using the

flat of your handrdquo

bull CorrectiveldquoI noticed that you did not look at Mr Smithrsquos face as you palpated to check

whether you were causing him any discomfortrdquo

bull ReinforcingldquoYou finished by summarising your findings accurately and succinctly well

donerdquo

Pendleton Model

bull A structured approach to establishing a conversation about performance

bull Evolution of the feedback sandwichbull Teachers comments are preceded by learners observations

bull Four step approach

bull Works best when in a one to one situation with the learner to discuss after the event

Pendletonrsquos rules

bull Check the learner wants and is ready for feedback

bull Let the learner give commentsbackground to the material that is being assessed

1 The learner states what was done well

2 The observer(s) state what was done well

3 The learner states what could be improved

4 The observer(s) state how it could be improved

bull An action plan for improvement is made

Reflective Feedback Conversation

bull Encourage learners to reflect on actionsbull Less structured than previous models

bull Similar to Calgary Cambridge communication skills model

bull Focuses on essential goals of feedbackbull Encourage learners to reflect on their actions and to motivate subsequent

improvement in performance

Reflective Feedback

Teacher ldquoLetrsquos review the surgery Is there anything you have concerns about that perhaps didnrsquot go as well as you had hopedrdquo

Learner ldquoI wasnrsquot happy with tumour resection I found it very hard to prize it off the posterior wall of the bladder and it bled a lotrdquo

Teacher ldquoIt was clearly difficult for you to create a plane of cleavage between the tumour and the bladder wall I find this difficult toordquo

Teacher ldquoIs there anything you can think of that might work better make it easier or improve it for next timerdquo

Learner ldquoWell I was a bit anxious and perhaps because of that I was rushing and working too quicklyrdquo

Teacher ldquoYes thatrsquos a good point I would encourage you to slow down at times like these and that allows you to be even more delicate in your approach Another suggestion is to use a blunt dissection technique rather than a scissors dissection Does that make sense to yourdquo

FeedbackTask

The Matrix - Coin and Card Trick

bull Learn the trick and receive feedback

bull Watch the ldquoYou Tube video tutorialrdquo

bull httpwwwyoutubecomwatchv=dW-tnkmEdtcampfeature=channelamplist=UL

bull Select a method to provide feedback

bull Swap over with partner and try another feedback method

Importance of Feedback

ldquoClinical teachers should regard the art of giving feedback as a critical skill to be acquired through repeated practice and augmented by reflection on their own performancerdquo

(Cantillon amp Sargeant 2008)

Why is Feedback Important

bull Good performance is not reinforced and poor performance remains uncorrected

bull If a teacher makes no comment trainees may assume that all is well

bull Learners may have to rely on unreliable hearsay from colleagues and administrators to get the feedback they so desperately need

bull Learners may have to guess their level of competence based on how well they are coping

bull Learners may have to learn by trial and error at patientsrsquo expense

Power of Feedback

bull Formative Feedbackbull The power comes from the double approach of addressing both cognitive and

motivational domains bull Cognitive Gives information that allows them to understand where they are in their

learning and what to do next

bull Motivational Allows students to develop a feeling of control over their own learning

bull Good feedback contains information that the student can use however they must be able to hear it and understand ithellip

Analysis

bull Quantitative (Meta-Analysis)

bull Average effect of feedback is 041bull Average of 041 standard deviation of improvement 50th to 66th percentile

bull 38 percent of studies sampled had a negative effect on learning (better learning without feedback)

Kluger amp DeNisi 1996

bull Effective feedback is what we need

Competitive ClappingFeedback

Steve Capey

Clapping Contest

bull Imagine you are taking part in a clapping contest

bull Itrsquos an odd thing to do but just imagine it

bull Three judges are chosen to rate the quality of clapping on a 1-5 scale with 5 being the very best score and 1 being the worst

bull You are competing in this contest and you really want to do well

bull You have one practice trial where you get feedback from each judge and then you do it for real

httpwwwwikihowcomClap-Your-Hands

Do the basic clap

Open your hands and clap your

palms against each other with the

fingers held up towards the sky Do

it hard enough to get a good loud

smacking sound out of it but not so

hard you turn your hand red Some

people clap more by clapping the

fingers of one hand against the

palm of the other Do whatever

feels most comfortable for you

Stop clapping when it starts

to taper off

As soon as the clapping starts

to die down itrsquos ok to stop

clapping Clapping isnrsquot a

chance to interrupt a

performance itrsquos a chance to

celebrate it Get quiet with the

crowd and dont act silly

Do the royalty clap

You know when the Queen

comes out of the castle and

decides to applaud her loyal

subjects with a brief applause

Thats what youre going for A

demure clap can be done just by

clapping with the first two fingers

tapping them into your palm

What did you think about the judges feedback

Which judge gave the most effective feedback

Why

Judge 1

yoursquove gotten feedback ndash your marks ndash but you have no idea what theyrsquore based on You know you need to change something But what Theyrsquove given you no clue so yoursquore equally likely to change for the worse as change for the better

Judge 2

Yoursquove been told what not to do but you donrsquot know what your goal is So you can avoid the behavior you know they didnrsquot like (being quiet starting too loudly and not having enough texture and clapping too fast) But what are they looking for There are many many ways of clapping that avoid those things but still arenrsquot right Note too that in my example I had the judges give negative feedback But it works the same way if they only praised you If they tell you what you did right but gave you mediocre marks you know you need to change But you donrsquot know what or how

Judge 3

This is the most useful They tell you what your goal is ndash eliminating a whole range of possible behaviors They tell you which aspects of your technique will help you towards optimal performance They tell you what they donrsquot like as well And they even give you some ideas for techniques you may not have thought about

Feedback questions

bull Effective feedback should allow the learner to be able to answer these questions bull Where am I going

bull What level of performance is expected (Reference)

bull How am I goingbull At what level is the student performing now (Actual)

bull Where nextbull Plan of action to close the gap (if one exists)

Learner Dissatisfaction With Feedback

bull Too brief

bull Too negative

bull Too difficult to decipher

bull Too difficult to understand

bull Does not provide guidance on how to do things differently

Gibbs (2003)

What is lsquoeffectiversquo feedback

bull Marks vs Commentsbull Learners will look at feedback in this order

1 PassFail

2 Grade

3 Commentsbull What was weak

bull What was strong

bull Depending on timing and quality of feedback

bull Agreement of student view of feedback often depends on alignment with own view

Feedback Timing

bull Important for students to receive feedback whilst still focused on the task and when there is still time to do something about it

Good Timing Poor Timing

Returning a test the next day Two weeks after test

Immediate oral response to misconceptions

Ignoring errors or misconceptions

Going over things when module is over No opportunity to improve performance

Quality of Feedback

Ineffective feedback High quality feedback

Vague not descriptive may include sweeping generalisationsldquoYou did wellrdquo

Specific descriptiveldquoYou took time with the patients and explored their issues and expectations wellrdquo

Unnecessarily harshFocuses on negativeldquoYou canrsquot prioritise can yourdquo

Fair even-handed constructiveldquoPreparing an outline of your reading may help you consolidate conceptsrdquo

Focused on personality traitsldquoYou are too competitiverdquo

Focused on behaviourperformanceldquoyour views are valuable I also think that it is important to hear the views from the rest of the team toordquo

Based on rumour hearsayldquoI was told that you were poor at performing examinationsrdquo

Based on personal observationldquoI can see that you are having problems with your calculationsrdquo

Model of Feedback

bull Feedback about the task

bull Feedback about processing the task

bull Feedback about self regulation

bull Feedback about the student as a person

Feedback Things to Consider

bull Timing When given amp how often

bull Amount How many points made length of point

bull Mode Oral Written VisualDemonstration

bull Audience Individual vs GroupClass

bull Focus On work process self-regulation personality

bull Comparison To criterion to norm to self

bull Function Descriptive and non-judgemental

bull Valence Positive or Negative

bull Clarity Clear to student (not self)

bull Specificity Not overly general or just small details

bull Tone What the student will hear

Brookheart

The responsibility of the Learner

bull Listen to it (rather than prepare your responsedefence)

bull Ask for it to be repeated if you did not hear it clearly

bull Assume it is constructive until proven otherwise then consider and use those elements that are constructive

bull Pause and think before responding

bull Ask for clarification and examples if statements are unclear or unsupported

bull Accept it positively (for consideration) rather than dismissively (for self-protection)

bull Ask for suggestions of ways you might modify or change your behavior

bull Respect and thank the person giving feedback

Rules of Feedback

bull Base feedback on direct observationbull Describe what lsquoYoursquo saw It is difficult to base feedback on what someone else

reported and it lacks authenticity

bull Begin session with self assessmentbull Most students are more self critical than we would be based on their own

lsquonovicersquo understanding of performance

Feedback and Literature

bull Feedback has been demonstrated to reinforce or modify behaviourbull Positive feedback can reinforce good practices (Thorndike 1931)

bull Negative feedback can cause problems with motivation (Kluger amp DeNisi 1996)

bull Feedback enhances clinical performance (Veloski et al 2006)

bull If done well feedback is a very effective tool to assist learning

Barriers to Feedback (Krackov 2009)

Time and Placebull Shortage of time no place to give feedback

Knowledge basebull Unclear about purpose of feedback lack of performance data

Abilitybull No training in giving or receiving feedback

Affective factorsbull Poor rapport worries about the effect of negative feedback

Different expectationsbull Different perceptions between learner and teacher

Culture bull A culture that values feedback as a two way dialogue is essential

Types of Feedback

bull Ongoing feedback (informal)bull Frequent

bull Immediate often unplannedspontaneous

bull Mid-course feedback (Formal)bull Scheduled in advance planned

bull Teachers observations over time

bull End of course feedback (formal)

Three Methods For Feedback

bull Multiple methods exist for providing feedback

bull No right way for everyone and every situation

bull Mixtures of the elements of the methods can help to develop a rich feedback session

The Feedback Sandwich

bull Providing reinforcing and corrective feedback together

ldquoKiss Kick Kissrdquo

bull Sandwich corrective feedback between reinforcing feedback

bull Power balance favours the teacher

bull Passive for the learner

bull Try to avoid reinforcing the corrective statements by cuing it with words like ldquoButrdquo or ldquohoweverrdquo

The Feedback Sandwich

bull Reinforcing ldquoI like the way that you systematically examined Mr Smithrsquos abdomen using the

flat of your handrdquo

bull CorrectiveldquoI noticed that you did not look at Mr Smithrsquos face as you palpated to check

whether you were causing him any discomfortrdquo

bull ReinforcingldquoYou finished by summarising your findings accurately and succinctly well

donerdquo

Pendleton Model

bull A structured approach to establishing a conversation about performance

bull Evolution of the feedback sandwichbull Teachers comments are preceded by learners observations

bull Four step approach

bull Works best when in a one to one situation with the learner to discuss after the event

Pendletonrsquos rules

bull Check the learner wants and is ready for feedback

bull Let the learner give commentsbackground to the material that is being assessed

1 The learner states what was done well

2 The observer(s) state what was done well

3 The learner states what could be improved

4 The observer(s) state how it could be improved

bull An action plan for improvement is made

Reflective Feedback Conversation

bull Encourage learners to reflect on actionsbull Less structured than previous models

bull Similar to Calgary Cambridge communication skills model

bull Focuses on essential goals of feedbackbull Encourage learners to reflect on their actions and to motivate subsequent

improvement in performance

Reflective Feedback

Teacher ldquoLetrsquos review the surgery Is there anything you have concerns about that perhaps didnrsquot go as well as you had hopedrdquo

Learner ldquoI wasnrsquot happy with tumour resection I found it very hard to prize it off the posterior wall of the bladder and it bled a lotrdquo

Teacher ldquoIt was clearly difficult for you to create a plane of cleavage between the tumour and the bladder wall I find this difficult toordquo

Teacher ldquoIs there anything you can think of that might work better make it easier or improve it for next timerdquo

Learner ldquoWell I was a bit anxious and perhaps because of that I was rushing and working too quicklyrdquo

Teacher ldquoYes thatrsquos a good point I would encourage you to slow down at times like these and that allows you to be even more delicate in your approach Another suggestion is to use a blunt dissection technique rather than a scissors dissection Does that make sense to yourdquo

FeedbackTask

The Matrix - Coin and Card Trick

bull Learn the trick and receive feedback

bull Watch the ldquoYou Tube video tutorialrdquo

bull httpwwwyoutubecomwatchv=dW-tnkmEdtcampfeature=channelamplist=UL

bull Select a method to provide feedback

bull Swap over with partner and try another feedback method

Why is Feedback Important

bull Good performance is not reinforced and poor performance remains uncorrected

bull If a teacher makes no comment trainees may assume that all is well

bull Learners may have to rely on unreliable hearsay from colleagues and administrators to get the feedback they so desperately need

bull Learners may have to guess their level of competence based on how well they are coping

bull Learners may have to learn by trial and error at patientsrsquo expense

Power of Feedback

bull Formative Feedbackbull The power comes from the double approach of addressing both cognitive and

motivational domains bull Cognitive Gives information that allows them to understand where they are in their

learning and what to do next

bull Motivational Allows students to develop a feeling of control over their own learning

bull Good feedback contains information that the student can use however they must be able to hear it and understand ithellip

Analysis

bull Quantitative (Meta-Analysis)

bull Average effect of feedback is 041bull Average of 041 standard deviation of improvement 50th to 66th percentile

bull 38 percent of studies sampled had a negative effect on learning (better learning without feedback)

Kluger amp DeNisi 1996

bull Effective feedback is what we need

Competitive ClappingFeedback

Steve Capey

Clapping Contest

bull Imagine you are taking part in a clapping contest

bull Itrsquos an odd thing to do but just imagine it

bull Three judges are chosen to rate the quality of clapping on a 1-5 scale with 5 being the very best score and 1 being the worst

bull You are competing in this contest and you really want to do well

bull You have one practice trial where you get feedback from each judge and then you do it for real

httpwwwwikihowcomClap-Your-Hands

Do the basic clap

Open your hands and clap your

palms against each other with the

fingers held up towards the sky Do

it hard enough to get a good loud

smacking sound out of it but not so

hard you turn your hand red Some

people clap more by clapping the

fingers of one hand against the

palm of the other Do whatever

feels most comfortable for you

Stop clapping when it starts

to taper off

As soon as the clapping starts

to die down itrsquos ok to stop

clapping Clapping isnrsquot a

chance to interrupt a

performance itrsquos a chance to

celebrate it Get quiet with the

crowd and dont act silly

Do the royalty clap

You know when the Queen

comes out of the castle and

decides to applaud her loyal

subjects with a brief applause

Thats what youre going for A

demure clap can be done just by

clapping with the first two fingers

tapping them into your palm

What did you think about the judges feedback

Which judge gave the most effective feedback

Why

Judge 1

yoursquove gotten feedback ndash your marks ndash but you have no idea what theyrsquore based on You know you need to change something But what Theyrsquove given you no clue so yoursquore equally likely to change for the worse as change for the better

Judge 2

Yoursquove been told what not to do but you donrsquot know what your goal is So you can avoid the behavior you know they didnrsquot like (being quiet starting too loudly and not having enough texture and clapping too fast) But what are they looking for There are many many ways of clapping that avoid those things but still arenrsquot right Note too that in my example I had the judges give negative feedback But it works the same way if they only praised you If they tell you what you did right but gave you mediocre marks you know you need to change But you donrsquot know what or how

Judge 3

This is the most useful They tell you what your goal is ndash eliminating a whole range of possible behaviors They tell you which aspects of your technique will help you towards optimal performance They tell you what they donrsquot like as well And they even give you some ideas for techniques you may not have thought about

Feedback questions

bull Effective feedback should allow the learner to be able to answer these questions bull Where am I going

bull What level of performance is expected (Reference)

bull How am I goingbull At what level is the student performing now (Actual)

bull Where nextbull Plan of action to close the gap (if one exists)

Learner Dissatisfaction With Feedback

bull Too brief

bull Too negative

bull Too difficult to decipher

bull Too difficult to understand

bull Does not provide guidance on how to do things differently

Gibbs (2003)

What is lsquoeffectiversquo feedback

bull Marks vs Commentsbull Learners will look at feedback in this order

1 PassFail

2 Grade

3 Commentsbull What was weak

bull What was strong

bull Depending on timing and quality of feedback

bull Agreement of student view of feedback often depends on alignment with own view

Feedback Timing

bull Important for students to receive feedback whilst still focused on the task and when there is still time to do something about it

Good Timing Poor Timing

Returning a test the next day Two weeks after test

Immediate oral response to misconceptions

Ignoring errors or misconceptions

Going over things when module is over No opportunity to improve performance

Quality of Feedback

Ineffective feedback High quality feedback

Vague not descriptive may include sweeping generalisationsldquoYou did wellrdquo

Specific descriptiveldquoYou took time with the patients and explored their issues and expectations wellrdquo

Unnecessarily harshFocuses on negativeldquoYou canrsquot prioritise can yourdquo

Fair even-handed constructiveldquoPreparing an outline of your reading may help you consolidate conceptsrdquo

Focused on personality traitsldquoYou are too competitiverdquo

Focused on behaviourperformanceldquoyour views are valuable I also think that it is important to hear the views from the rest of the team toordquo

Based on rumour hearsayldquoI was told that you were poor at performing examinationsrdquo

Based on personal observationldquoI can see that you are having problems with your calculationsrdquo

Model of Feedback

bull Feedback about the task

bull Feedback about processing the task

bull Feedback about self regulation

bull Feedback about the student as a person

Feedback Things to Consider

bull Timing When given amp how often

bull Amount How many points made length of point

bull Mode Oral Written VisualDemonstration

bull Audience Individual vs GroupClass

bull Focus On work process self-regulation personality

bull Comparison To criterion to norm to self

bull Function Descriptive and non-judgemental

bull Valence Positive or Negative

bull Clarity Clear to student (not self)

bull Specificity Not overly general or just small details

bull Tone What the student will hear

Brookheart

The responsibility of the Learner

bull Listen to it (rather than prepare your responsedefence)

bull Ask for it to be repeated if you did not hear it clearly

bull Assume it is constructive until proven otherwise then consider and use those elements that are constructive

bull Pause and think before responding

bull Ask for clarification and examples if statements are unclear or unsupported

bull Accept it positively (for consideration) rather than dismissively (for self-protection)

bull Ask for suggestions of ways you might modify or change your behavior

bull Respect and thank the person giving feedback

Rules of Feedback

bull Base feedback on direct observationbull Describe what lsquoYoursquo saw It is difficult to base feedback on what someone else

reported and it lacks authenticity

bull Begin session with self assessmentbull Most students are more self critical than we would be based on their own

lsquonovicersquo understanding of performance

Feedback and Literature

bull Feedback has been demonstrated to reinforce or modify behaviourbull Positive feedback can reinforce good practices (Thorndike 1931)

bull Negative feedback can cause problems with motivation (Kluger amp DeNisi 1996)

bull Feedback enhances clinical performance (Veloski et al 2006)

bull If done well feedback is a very effective tool to assist learning

Barriers to Feedback (Krackov 2009)

Time and Placebull Shortage of time no place to give feedback

Knowledge basebull Unclear about purpose of feedback lack of performance data

Abilitybull No training in giving or receiving feedback

Affective factorsbull Poor rapport worries about the effect of negative feedback

Different expectationsbull Different perceptions between learner and teacher

Culture bull A culture that values feedback as a two way dialogue is essential

Types of Feedback

bull Ongoing feedback (informal)bull Frequent

bull Immediate often unplannedspontaneous

bull Mid-course feedback (Formal)bull Scheduled in advance planned

bull Teachers observations over time

bull End of course feedback (formal)

Three Methods For Feedback

bull Multiple methods exist for providing feedback

bull No right way for everyone and every situation

bull Mixtures of the elements of the methods can help to develop a rich feedback session

The Feedback Sandwich

bull Providing reinforcing and corrective feedback together

ldquoKiss Kick Kissrdquo

bull Sandwich corrective feedback between reinforcing feedback

bull Power balance favours the teacher

bull Passive for the learner

bull Try to avoid reinforcing the corrective statements by cuing it with words like ldquoButrdquo or ldquohoweverrdquo

The Feedback Sandwich

bull Reinforcing ldquoI like the way that you systematically examined Mr Smithrsquos abdomen using the

flat of your handrdquo

bull CorrectiveldquoI noticed that you did not look at Mr Smithrsquos face as you palpated to check

whether you were causing him any discomfortrdquo

bull ReinforcingldquoYou finished by summarising your findings accurately and succinctly well

donerdquo

Pendleton Model

bull A structured approach to establishing a conversation about performance

bull Evolution of the feedback sandwichbull Teachers comments are preceded by learners observations

bull Four step approach

bull Works best when in a one to one situation with the learner to discuss after the event

Pendletonrsquos rules

bull Check the learner wants and is ready for feedback

bull Let the learner give commentsbackground to the material that is being assessed

1 The learner states what was done well

2 The observer(s) state what was done well

3 The learner states what could be improved

4 The observer(s) state how it could be improved

bull An action plan for improvement is made

Reflective Feedback Conversation

bull Encourage learners to reflect on actionsbull Less structured than previous models

bull Similar to Calgary Cambridge communication skills model

bull Focuses on essential goals of feedbackbull Encourage learners to reflect on their actions and to motivate subsequent

improvement in performance

Reflective Feedback

Teacher ldquoLetrsquos review the surgery Is there anything you have concerns about that perhaps didnrsquot go as well as you had hopedrdquo

Learner ldquoI wasnrsquot happy with tumour resection I found it very hard to prize it off the posterior wall of the bladder and it bled a lotrdquo

Teacher ldquoIt was clearly difficult for you to create a plane of cleavage between the tumour and the bladder wall I find this difficult toordquo

Teacher ldquoIs there anything you can think of that might work better make it easier or improve it for next timerdquo

Learner ldquoWell I was a bit anxious and perhaps because of that I was rushing and working too quicklyrdquo

Teacher ldquoYes thatrsquos a good point I would encourage you to slow down at times like these and that allows you to be even more delicate in your approach Another suggestion is to use a blunt dissection technique rather than a scissors dissection Does that make sense to yourdquo

FeedbackTask

The Matrix - Coin and Card Trick

bull Learn the trick and receive feedback

bull Watch the ldquoYou Tube video tutorialrdquo

bull httpwwwyoutubecomwatchv=dW-tnkmEdtcampfeature=channelamplist=UL

bull Select a method to provide feedback

bull Swap over with partner and try another feedback method

Power of Feedback

bull Formative Feedbackbull The power comes from the double approach of addressing both cognitive and

motivational domains bull Cognitive Gives information that allows them to understand where they are in their

learning and what to do next

bull Motivational Allows students to develop a feeling of control over their own learning

bull Good feedback contains information that the student can use however they must be able to hear it and understand ithellip

Analysis

bull Quantitative (Meta-Analysis)

bull Average effect of feedback is 041bull Average of 041 standard deviation of improvement 50th to 66th percentile

bull 38 percent of studies sampled had a negative effect on learning (better learning without feedback)

Kluger amp DeNisi 1996

bull Effective feedback is what we need

Competitive ClappingFeedback

Steve Capey

Clapping Contest

bull Imagine you are taking part in a clapping contest

bull Itrsquos an odd thing to do but just imagine it

bull Three judges are chosen to rate the quality of clapping on a 1-5 scale with 5 being the very best score and 1 being the worst

bull You are competing in this contest and you really want to do well

bull You have one practice trial where you get feedback from each judge and then you do it for real

httpwwwwikihowcomClap-Your-Hands

Do the basic clap

Open your hands and clap your

palms against each other with the

fingers held up towards the sky Do

it hard enough to get a good loud

smacking sound out of it but not so

hard you turn your hand red Some

people clap more by clapping the

fingers of one hand against the

palm of the other Do whatever

feels most comfortable for you

Stop clapping when it starts

to taper off

As soon as the clapping starts

to die down itrsquos ok to stop

clapping Clapping isnrsquot a

chance to interrupt a

performance itrsquos a chance to

celebrate it Get quiet with the

crowd and dont act silly

Do the royalty clap

You know when the Queen

comes out of the castle and

decides to applaud her loyal

subjects with a brief applause

Thats what youre going for A

demure clap can be done just by

clapping with the first two fingers

tapping them into your palm

What did you think about the judges feedback

Which judge gave the most effective feedback

Why

Judge 1

yoursquove gotten feedback ndash your marks ndash but you have no idea what theyrsquore based on You know you need to change something But what Theyrsquove given you no clue so yoursquore equally likely to change for the worse as change for the better

Judge 2

Yoursquove been told what not to do but you donrsquot know what your goal is So you can avoid the behavior you know they didnrsquot like (being quiet starting too loudly and not having enough texture and clapping too fast) But what are they looking for There are many many ways of clapping that avoid those things but still arenrsquot right Note too that in my example I had the judges give negative feedback But it works the same way if they only praised you If they tell you what you did right but gave you mediocre marks you know you need to change But you donrsquot know what or how

Judge 3

This is the most useful They tell you what your goal is ndash eliminating a whole range of possible behaviors They tell you which aspects of your technique will help you towards optimal performance They tell you what they donrsquot like as well And they even give you some ideas for techniques you may not have thought about

Feedback questions

bull Effective feedback should allow the learner to be able to answer these questions bull Where am I going

bull What level of performance is expected (Reference)

bull How am I goingbull At what level is the student performing now (Actual)

bull Where nextbull Plan of action to close the gap (if one exists)

Learner Dissatisfaction With Feedback

bull Too brief

bull Too negative

bull Too difficult to decipher

bull Too difficult to understand

bull Does not provide guidance on how to do things differently

Gibbs (2003)

What is lsquoeffectiversquo feedback

bull Marks vs Commentsbull Learners will look at feedback in this order

1 PassFail

2 Grade

3 Commentsbull What was weak

bull What was strong

bull Depending on timing and quality of feedback

bull Agreement of student view of feedback often depends on alignment with own view

Feedback Timing

bull Important for students to receive feedback whilst still focused on the task and when there is still time to do something about it

Good Timing Poor Timing

Returning a test the next day Two weeks after test

Immediate oral response to misconceptions

Ignoring errors or misconceptions

Going over things when module is over No opportunity to improve performance

Quality of Feedback

Ineffective feedback High quality feedback

Vague not descriptive may include sweeping generalisationsldquoYou did wellrdquo

Specific descriptiveldquoYou took time with the patients and explored their issues and expectations wellrdquo

Unnecessarily harshFocuses on negativeldquoYou canrsquot prioritise can yourdquo

Fair even-handed constructiveldquoPreparing an outline of your reading may help you consolidate conceptsrdquo

Focused on personality traitsldquoYou are too competitiverdquo

Focused on behaviourperformanceldquoyour views are valuable I also think that it is important to hear the views from the rest of the team toordquo

Based on rumour hearsayldquoI was told that you were poor at performing examinationsrdquo

Based on personal observationldquoI can see that you are having problems with your calculationsrdquo

Model of Feedback

bull Feedback about the task

bull Feedback about processing the task

bull Feedback about self regulation

bull Feedback about the student as a person

Feedback Things to Consider

bull Timing When given amp how often

bull Amount How many points made length of point

bull Mode Oral Written VisualDemonstration

bull Audience Individual vs GroupClass

bull Focus On work process self-regulation personality

bull Comparison To criterion to norm to self

bull Function Descriptive and non-judgemental

bull Valence Positive or Negative

bull Clarity Clear to student (not self)

bull Specificity Not overly general or just small details

bull Tone What the student will hear

Brookheart

The responsibility of the Learner

bull Listen to it (rather than prepare your responsedefence)

bull Ask for it to be repeated if you did not hear it clearly

bull Assume it is constructive until proven otherwise then consider and use those elements that are constructive

bull Pause and think before responding

bull Ask for clarification and examples if statements are unclear or unsupported

bull Accept it positively (for consideration) rather than dismissively (for self-protection)

bull Ask for suggestions of ways you might modify or change your behavior

bull Respect and thank the person giving feedback

Rules of Feedback

bull Base feedback on direct observationbull Describe what lsquoYoursquo saw It is difficult to base feedback on what someone else

reported and it lacks authenticity

bull Begin session with self assessmentbull Most students are more self critical than we would be based on their own

lsquonovicersquo understanding of performance

Feedback and Literature

bull Feedback has been demonstrated to reinforce or modify behaviourbull Positive feedback can reinforce good practices (Thorndike 1931)

bull Negative feedback can cause problems with motivation (Kluger amp DeNisi 1996)

bull Feedback enhances clinical performance (Veloski et al 2006)

bull If done well feedback is a very effective tool to assist learning

Barriers to Feedback (Krackov 2009)

Time and Placebull Shortage of time no place to give feedback

Knowledge basebull Unclear about purpose of feedback lack of performance data

Abilitybull No training in giving or receiving feedback

Affective factorsbull Poor rapport worries about the effect of negative feedback

Different expectationsbull Different perceptions between learner and teacher

Culture bull A culture that values feedback as a two way dialogue is essential

Types of Feedback

bull Ongoing feedback (informal)bull Frequent

bull Immediate often unplannedspontaneous

bull Mid-course feedback (Formal)bull Scheduled in advance planned

bull Teachers observations over time

bull End of course feedback (formal)

Three Methods For Feedback

bull Multiple methods exist for providing feedback

bull No right way for everyone and every situation

bull Mixtures of the elements of the methods can help to develop a rich feedback session

The Feedback Sandwich

bull Providing reinforcing and corrective feedback together

ldquoKiss Kick Kissrdquo

bull Sandwich corrective feedback between reinforcing feedback

bull Power balance favours the teacher

bull Passive for the learner

bull Try to avoid reinforcing the corrective statements by cuing it with words like ldquoButrdquo or ldquohoweverrdquo

The Feedback Sandwich

bull Reinforcing ldquoI like the way that you systematically examined Mr Smithrsquos abdomen using the

flat of your handrdquo

bull CorrectiveldquoI noticed that you did not look at Mr Smithrsquos face as you palpated to check

whether you were causing him any discomfortrdquo

bull ReinforcingldquoYou finished by summarising your findings accurately and succinctly well

donerdquo

Pendleton Model

bull A structured approach to establishing a conversation about performance

bull Evolution of the feedback sandwichbull Teachers comments are preceded by learners observations

bull Four step approach

bull Works best when in a one to one situation with the learner to discuss after the event

Pendletonrsquos rules

bull Check the learner wants and is ready for feedback

bull Let the learner give commentsbackground to the material that is being assessed

1 The learner states what was done well

2 The observer(s) state what was done well

3 The learner states what could be improved

4 The observer(s) state how it could be improved

bull An action plan for improvement is made

Reflective Feedback Conversation

bull Encourage learners to reflect on actionsbull Less structured than previous models

bull Similar to Calgary Cambridge communication skills model

bull Focuses on essential goals of feedbackbull Encourage learners to reflect on their actions and to motivate subsequent

improvement in performance

Reflective Feedback

Teacher ldquoLetrsquos review the surgery Is there anything you have concerns about that perhaps didnrsquot go as well as you had hopedrdquo

Learner ldquoI wasnrsquot happy with tumour resection I found it very hard to prize it off the posterior wall of the bladder and it bled a lotrdquo

Teacher ldquoIt was clearly difficult for you to create a plane of cleavage between the tumour and the bladder wall I find this difficult toordquo

Teacher ldquoIs there anything you can think of that might work better make it easier or improve it for next timerdquo

Learner ldquoWell I was a bit anxious and perhaps because of that I was rushing and working too quicklyrdquo

Teacher ldquoYes thatrsquos a good point I would encourage you to slow down at times like these and that allows you to be even more delicate in your approach Another suggestion is to use a blunt dissection technique rather than a scissors dissection Does that make sense to yourdquo

FeedbackTask

The Matrix - Coin and Card Trick

bull Learn the trick and receive feedback

bull Watch the ldquoYou Tube video tutorialrdquo

bull httpwwwyoutubecomwatchv=dW-tnkmEdtcampfeature=channelamplist=UL

bull Select a method to provide feedback

bull Swap over with partner and try another feedback method

Analysis

bull Quantitative (Meta-Analysis)

bull Average effect of feedback is 041bull Average of 041 standard deviation of improvement 50th to 66th percentile

bull 38 percent of studies sampled had a negative effect on learning (better learning without feedback)

Kluger amp DeNisi 1996

bull Effective feedback is what we need

Competitive ClappingFeedback

Steve Capey

Clapping Contest

bull Imagine you are taking part in a clapping contest

bull Itrsquos an odd thing to do but just imagine it

bull Three judges are chosen to rate the quality of clapping on a 1-5 scale with 5 being the very best score and 1 being the worst

bull You are competing in this contest and you really want to do well

bull You have one practice trial where you get feedback from each judge and then you do it for real

httpwwwwikihowcomClap-Your-Hands

Do the basic clap

Open your hands and clap your

palms against each other with the

fingers held up towards the sky Do

it hard enough to get a good loud

smacking sound out of it but not so

hard you turn your hand red Some

people clap more by clapping the

fingers of one hand against the

palm of the other Do whatever

feels most comfortable for you

Stop clapping when it starts

to taper off

As soon as the clapping starts

to die down itrsquos ok to stop

clapping Clapping isnrsquot a

chance to interrupt a

performance itrsquos a chance to

celebrate it Get quiet with the

crowd and dont act silly

Do the royalty clap

You know when the Queen

comes out of the castle and

decides to applaud her loyal

subjects with a brief applause

Thats what youre going for A

demure clap can be done just by

clapping with the first two fingers

tapping them into your palm

What did you think about the judges feedback

Which judge gave the most effective feedback

Why

Judge 1

yoursquove gotten feedback ndash your marks ndash but you have no idea what theyrsquore based on You know you need to change something But what Theyrsquove given you no clue so yoursquore equally likely to change for the worse as change for the better

Judge 2

Yoursquove been told what not to do but you donrsquot know what your goal is So you can avoid the behavior you know they didnrsquot like (being quiet starting too loudly and not having enough texture and clapping too fast) But what are they looking for There are many many ways of clapping that avoid those things but still arenrsquot right Note too that in my example I had the judges give negative feedback But it works the same way if they only praised you If they tell you what you did right but gave you mediocre marks you know you need to change But you donrsquot know what or how

Judge 3

This is the most useful They tell you what your goal is ndash eliminating a whole range of possible behaviors They tell you which aspects of your technique will help you towards optimal performance They tell you what they donrsquot like as well And they even give you some ideas for techniques you may not have thought about

Feedback questions

bull Effective feedback should allow the learner to be able to answer these questions bull Where am I going

bull What level of performance is expected (Reference)

bull How am I goingbull At what level is the student performing now (Actual)

bull Where nextbull Plan of action to close the gap (if one exists)

Learner Dissatisfaction With Feedback

bull Too brief

bull Too negative

bull Too difficult to decipher

bull Too difficult to understand

bull Does not provide guidance on how to do things differently

Gibbs (2003)

What is lsquoeffectiversquo feedback

bull Marks vs Commentsbull Learners will look at feedback in this order

1 PassFail

2 Grade

3 Commentsbull What was weak

bull What was strong

bull Depending on timing and quality of feedback

bull Agreement of student view of feedback often depends on alignment with own view

Feedback Timing

bull Important for students to receive feedback whilst still focused on the task and when there is still time to do something about it

Good Timing Poor Timing

Returning a test the next day Two weeks after test

Immediate oral response to misconceptions

Ignoring errors or misconceptions

Going over things when module is over No opportunity to improve performance

Quality of Feedback

Ineffective feedback High quality feedback

Vague not descriptive may include sweeping generalisationsldquoYou did wellrdquo

Specific descriptiveldquoYou took time with the patients and explored their issues and expectations wellrdquo

Unnecessarily harshFocuses on negativeldquoYou canrsquot prioritise can yourdquo

Fair even-handed constructiveldquoPreparing an outline of your reading may help you consolidate conceptsrdquo

Focused on personality traitsldquoYou are too competitiverdquo

Focused on behaviourperformanceldquoyour views are valuable I also think that it is important to hear the views from the rest of the team toordquo

Based on rumour hearsayldquoI was told that you were poor at performing examinationsrdquo

Based on personal observationldquoI can see that you are having problems with your calculationsrdquo

Model of Feedback

bull Feedback about the task

bull Feedback about processing the task

bull Feedback about self regulation

bull Feedback about the student as a person

Feedback Things to Consider

bull Timing When given amp how often

bull Amount How many points made length of point

bull Mode Oral Written VisualDemonstration

bull Audience Individual vs GroupClass

bull Focus On work process self-regulation personality

bull Comparison To criterion to norm to self

bull Function Descriptive and non-judgemental

bull Valence Positive or Negative

bull Clarity Clear to student (not self)

bull Specificity Not overly general or just small details

bull Tone What the student will hear

Brookheart

The responsibility of the Learner

bull Listen to it (rather than prepare your responsedefence)

bull Ask for it to be repeated if you did not hear it clearly

bull Assume it is constructive until proven otherwise then consider and use those elements that are constructive

bull Pause and think before responding

bull Ask for clarification and examples if statements are unclear or unsupported

bull Accept it positively (for consideration) rather than dismissively (for self-protection)

bull Ask for suggestions of ways you might modify or change your behavior

bull Respect and thank the person giving feedback

Rules of Feedback

bull Base feedback on direct observationbull Describe what lsquoYoursquo saw It is difficult to base feedback on what someone else

reported and it lacks authenticity

bull Begin session with self assessmentbull Most students are more self critical than we would be based on their own

lsquonovicersquo understanding of performance

Feedback and Literature

bull Feedback has been demonstrated to reinforce or modify behaviourbull Positive feedback can reinforce good practices (Thorndike 1931)

bull Negative feedback can cause problems with motivation (Kluger amp DeNisi 1996)

bull Feedback enhances clinical performance (Veloski et al 2006)

bull If done well feedback is a very effective tool to assist learning

Barriers to Feedback (Krackov 2009)

Time and Placebull Shortage of time no place to give feedback

Knowledge basebull Unclear about purpose of feedback lack of performance data

Abilitybull No training in giving or receiving feedback

Affective factorsbull Poor rapport worries about the effect of negative feedback

Different expectationsbull Different perceptions between learner and teacher

Culture bull A culture that values feedback as a two way dialogue is essential

Types of Feedback

bull Ongoing feedback (informal)bull Frequent

bull Immediate often unplannedspontaneous

bull Mid-course feedback (Formal)bull Scheduled in advance planned

bull Teachers observations over time

bull End of course feedback (formal)

Three Methods For Feedback

bull Multiple methods exist for providing feedback

bull No right way for everyone and every situation

bull Mixtures of the elements of the methods can help to develop a rich feedback session

The Feedback Sandwich

bull Providing reinforcing and corrective feedback together

ldquoKiss Kick Kissrdquo

bull Sandwich corrective feedback between reinforcing feedback

bull Power balance favours the teacher

bull Passive for the learner

bull Try to avoid reinforcing the corrective statements by cuing it with words like ldquoButrdquo or ldquohoweverrdquo

The Feedback Sandwich

bull Reinforcing ldquoI like the way that you systematically examined Mr Smithrsquos abdomen using the

flat of your handrdquo

bull CorrectiveldquoI noticed that you did not look at Mr Smithrsquos face as you palpated to check

whether you were causing him any discomfortrdquo

bull ReinforcingldquoYou finished by summarising your findings accurately and succinctly well

donerdquo

Pendleton Model

bull A structured approach to establishing a conversation about performance

bull Evolution of the feedback sandwichbull Teachers comments are preceded by learners observations

bull Four step approach

bull Works best when in a one to one situation with the learner to discuss after the event

Pendletonrsquos rules

bull Check the learner wants and is ready for feedback

bull Let the learner give commentsbackground to the material that is being assessed

1 The learner states what was done well

2 The observer(s) state what was done well

3 The learner states what could be improved

4 The observer(s) state how it could be improved

bull An action plan for improvement is made

Reflective Feedback Conversation

bull Encourage learners to reflect on actionsbull Less structured than previous models

bull Similar to Calgary Cambridge communication skills model

bull Focuses on essential goals of feedbackbull Encourage learners to reflect on their actions and to motivate subsequent

improvement in performance

Reflective Feedback

Teacher ldquoLetrsquos review the surgery Is there anything you have concerns about that perhaps didnrsquot go as well as you had hopedrdquo

Learner ldquoI wasnrsquot happy with tumour resection I found it very hard to prize it off the posterior wall of the bladder and it bled a lotrdquo

Teacher ldquoIt was clearly difficult for you to create a plane of cleavage between the tumour and the bladder wall I find this difficult toordquo

Teacher ldquoIs there anything you can think of that might work better make it easier or improve it for next timerdquo

Learner ldquoWell I was a bit anxious and perhaps because of that I was rushing and working too quicklyrdquo

Teacher ldquoYes thatrsquos a good point I would encourage you to slow down at times like these and that allows you to be even more delicate in your approach Another suggestion is to use a blunt dissection technique rather than a scissors dissection Does that make sense to yourdquo

FeedbackTask

The Matrix - Coin and Card Trick

bull Learn the trick and receive feedback

bull Watch the ldquoYou Tube video tutorialrdquo

bull httpwwwyoutubecomwatchv=dW-tnkmEdtcampfeature=channelamplist=UL

bull Select a method to provide feedback

bull Swap over with partner and try another feedback method

Competitive ClappingFeedback

Steve Capey

Clapping Contest

bull Imagine you are taking part in a clapping contest

bull Itrsquos an odd thing to do but just imagine it

bull Three judges are chosen to rate the quality of clapping on a 1-5 scale with 5 being the very best score and 1 being the worst

bull You are competing in this contest and you really want to do well

bull You have one practice trial where you get feedback from each judge and then you do it for real

httpwwwwikihowcomClap-Your-Hands

Do the basic clap

Open your hands and clap your

palms against each other with the

fingers held up towards the sky Do

it hard enough to get a good loud

smacking sound out of it but not so

hard you turn your hand red Some

people clap more by clapping the

fingers of one hand against the

palm of the other Do whatever

feels most comfortable for you

Stop clapping when it starts

to taper off

As soon as the clapping starts

to die down itrsquos ok to stop

clapping Clapping isnrsquot a

chance to interrupt a

performance itrsquos a chance to

celebrate it Get quiet with the

crowd and dont act silly

Do the royalty clap

You know when the Queen

comes out of the castle and

decides to applaud her loyal

subjects with a brief applause

Thats what youre going for A

demure clap can be done just by

clapping with the first two fingers

tapping them into your palm

What did you think about the judges feedback

Which judge gave the most effective feedback

Why

Judge 1

yoursquove gotten feedback ndash your marks ndash but you have no idea what theyrsquore based on You know you need to change something But what Theyrsquove given you no clue so yoursquore equally likely to change for the worse as change for the better

Judge 2

Yoursquove been told what not to do but you donrsquot know what your goal is So you can avoid the behavior you know they didnrsquot like (being quiet starting too loudly and not having enough texture and clapping too fast) But what are they looking for There are many many ways of clapping that avoid those things but still arenrsquot right Note too that in my example I had the judges give negative feedback But it works the same way if they only praised you If they tell you what you did right but gave you mediocre marks you know you need to change But you donrsquot know what or how

Judge 3

This is the most useful They tell you what your goal is ndash eliminating a whole range of possible behaviors They tell you which aspects of your technique will help you towards optimal performance They tell you what they donrsquot like as well And they even give you some ideas for techniques you may not have thought about

Feedback questions

bull Effective feedback should allow the learner to be able to answer these questions bull Where am I going

bull What level of performance is expected (Reference)

bull How am I goingbull At what level is the student performing now (Actual)

bull Where nextbull Plan of action to close the gap (if one exists)

Learner Dissatisfaction With Feedback

bull Too brief

bull Too negative

bull Too difficult to decipher

bull Too difficult to understand

bull Does not provide guidance on how to do things differently

Gibbs (2003)

What is lsquoeffectiversquo feedback

bull Marks vs Commentsbull Learners will look at feedback in this order

1 PassFail

2 Grade

3 Commentsbull What was weak

bull What was strong

bull Depending on timing and quality of feedback

bull Agreement of student view of feedback often depends on alignment with own view

Feedback Timing

bull Important for students to receive feedback whilst still focused on the task and when there is still time to do something about it

Good Timing Poor Timing

Returning a test the next day Two weeks after test

Immediate oral response to misconceptions

Ignoring errors or misconceptions

Going over things when module is over No opportunity to improve performance

Quality of Feedback

Ineffective feedback High quality feedback

Vague not descriptive may include sweeping generalisationsldquoYou did wellrdquo

Specific descriptiveldquoYou took time with the patients and explored their issues and expectations wellrdquo

Unnecessarily harshFocuses on negativeldquoYou canrsquot prioritise can yourdquo

Fair even-handed constructiveldquoPreparing an outline of your reading may help you consolidate conceptsrdquo

Focused on personality traitsldquoYou are too competitiverdquo

Focused on behaviourperformanceldquoyour views are valuable I also think that it is important to hear the views from the rest of the team toordquo

Based on rumour hearsayldquoI was told that you were poor at performing examinationsrdquo

Based on personal observationldquoI can see that you are having problems with your calculationsrdquo

Model of Feedback

bull Feedback about the task

bull Feedback about processing the task

bull Feedback about self regulation

bull Feedback about the student as a person

Feedback Things to Consider

bull Timing When given amp how often

bull Amount How many points made length of point

bull Mode Oral Written VisualDemonstration

bull Audience Individual vs GroupClass

bull Focus On work process self-regulation personality

bull Comparison To criterion to norm to self

bull Function Descriptive and non-judgemental

bull Valence Positive or Negative

bull Clarity Clear to student (not self)

bull Specificity Not overly general or just small details

bull Tone What the student will hear

Brookheart

The responsibility of the Learner

bull Listen to it (rather than prepare your responsedefence)

bull Ask for it to be repeated if you did not hear it clearly

bull Assume it is constructive until proven otherwise then consider and use those elements that are constructive

bull Pause and think before responding

bull Ask for clarification and examples if statements are unclear or unsupported

bull Accept it positively (for consideration) rather than dismissively (for self-protection)

bull Ask for suggestions of ways you might modify or change your behavior

bull Respect and thank the person giving feedback

Rules of Feedback

bull Base feedback on direct observationbull Describe what lsquoYoursquo saw It is difficult to base feedback on what someone else

reported and it lacks authenticity

bull Begin session with self assessmentbull Most students are more self critical than we would be based on their own

lsquonovicersquo understanding of performance

Feedback and Literature

bull Feedback has been demonstrated to reinforce or modify behaviourbull Positive feedback can reinforce good practices (Thorndike 1931)

bull Negative feedback can cause problems with motivation (Kluger amp DeNisi 1996)

bull Feedback enhances clinical performance (Veloski et al 2006)

bull If done well feedback is a very effective tool to assist learning

Barriers to Feedback (Krackov 2009)

Time and Placebull Shortage of time no place to give feedback

Knowledge basebull Unclear about purpose of feedback lack of performance data

Abilitybull No training in giving or receiving feedback

Affective factorsbull Poor rapport worries about the effect of negative feedback

Different expectationsbull Different perceptions between learner and teacher

Culture bull A culture that values feedback as a two way dialogue is essential

Types of Feedback

bull Ongoing feedback (informal)bull Frequent

bull Immediate often unplannedspontaneous

bull Mid-course feedback (Formal)bull Scheduled in advance planned

bull Teachers observations over time

bull End of course feedback (formal)

Three Methods For Feedback

bull Multiple methods exist for providing feedback

bull No right way for everyone and every situation

bull Mixtures of the elements of the methods can help to develop a rich feedback session

The Feedback Sandwich

bull Providing reinforcing and corrective feedback together

ldquoKiss Kick Kissrdquo

bull Sandwich corrective feedback between reinforcing feedback

bull Power balance favours the teacher

bull Passive for the learner

bull Try to avoid reinforcing the corrective statements by cuing it with words like ldquoButrdquo or ldquohoweverrdquo

The Feedback Sandwich

bull Reinforcing ldquoI like the way that you systematically examined Mr Smithrsquos abdomen using the

flat of your handrdquo

bull CorrectiveldquoI noticed that you did not look at Mr Smithrsquos face as you palpated to check

whether you were causing him any discomfortrdquo

bull ReinforcingldquoYou finished by summarising your findings accurately and succinctly well

donerdquo

Pendleton Model

bull A structured approach to establishing a conversation about performance

bull Evolution of the feedback sandwichbull Teachers comments are preceded by learners observations

bull Four step approach

bull Works best when in a one to one situation with the learner to discuss after the event

Pendletonrsquos rules

bull Check the learner wants and is ready for feedback

bull Let the learner give commentsbackground to the material that is being assessed

1 The learner states what was done well

2 The observer(s) state what was done well

3 The learner states what could be improved

4 The observer(s) state how it could be improved

bull An action plan for improvement is made

Reflective Feedback Conversation

bull Encourage learners to reflect on actionsbull Less structured than previous models

bull Similar to Calgary Cambridge communication skills model

bull Focuses on essential goals of feedbackbull Encourage learners to reflect on their actions and to motivate subsequent

improvement in performance

Reflective Feedback

Teacher ldquoLetrsquos review the surgery Is there anything you have concerns about that perhaps didnrsquot go as well as you had hopedrdquo

Learner ldquoI wasnrsquot happy with tumour resection I found it very hard to prize it off the posterior wall of the bladder and it bled a lotrdquo

Teacher ldquoIt was clearly difficult for you to create a plane of cleavage between the tumour and the bladder wall I find this difficult toordquo

Teacher ldquoIs there anything you can think of that might work better make it easier or improve it for next timerdquo

Learner ldquoWell I was a bit anxious and perhaps because of that I was rushing and working too quicklyrdquo

Teacher ldquoYes thatrsquos a good point I would encourage you to slow down at times like these and that allows you to be even more delicate in your approach Another suggestion is to use a blunt dissection technique rather than a scissors dissection Does that make sense to yourdquo

FeedbackTask

The Matrix - Coin and Card Trick

bull Learn the trick and receive feedback

bull Watch the ldquoYou Tube video tutorialrdquo

bull httpwwwyoutubecomwatchv=dW-tnkmEdtcampfeature=channelamplist=UL

bull Select a method to provide feedback

bull Swap over with partner and try another feedback method

Clapping Contest

bull Imagine you are taking part in a clapping contest

bull Itrsquos an odd thing to do but just imagine it

bull Three judges are chosen to rate the quality of clapping on a 1-5 scale with 5 being the very best score and 1 being the worst

bull You are competing in this contest and you really want to do well

bull You have one practice trial where you get feedback from each judge and then you do it for real

httpwwwwikihowcomClap-Your-Hands

Do the basic clap

Open your hands and clap your

palms against each other with the

fingers held up towards the sky Do

it hard enough to get a good loud

smacking sound out of it but not so

hard you turn your hand red Some

people clap more by clapping the

fingers of one hand against the

palm of the other Do whatever

feels most comfortable for you

Stop clapping when it starts

to taper off

As soon as the clapping starts

to die down itrsquos ok to stop

clapping Clapping isnrsquot a

chance to interrupt a

performance itrsquos a chance to

celebrate it Get quiet with the

crowd and dont act silly

Do the royalty clap

You know when the Queen

comes out of the castle and

decides to applaud her loyal

subjects with a brief applause

Thats what youre going for A

demure clap can be done just by

clapping with the first two fingers

tapping them into your palm

What did you think about the judges feedback

Which judge gave the most effective feedback

Why

Judge 1

yoursquove gotten feedback ndash your marks ndash but you have no idea what theyrsquore based on You know you need to change something But what Theyrsquove given you no clue so yoursquore equally likely to change for the worse as change for the better

Judge 2

Yoursquove been told what not to do but you donrsquot know what your goal is So you can avoid the behavior you know they didnrsquot like (being quiet starting too loudly and not having enough texture and clapping too fast) But what are they looking for There are many many ways of clapping that avoid those things but still arenrsquot right Note too that in my example I had the judges give negative feedback But it works the same way if they only praised you If they tell you what you did right but gave you mediocre marks you know you need to change But you donrsquot know what or how

Judge 3

This is the most useful They tell you what your goal is ndash eliminating a whole range of possible behaviors They tell you which aspects of your technique will help you towards optimal performance They tell you what they donrsquot like as well And they even give you some ideas for techniques you may not have thought about

Feedback questions

bull Effective feedback should allow the learner to be able to answer these questions bull Where am I going

bull What level of performance is expected (Reference)

bull How am I goingbull At what level is the student performing now (Actual)

bull Where nextbull Plan of action to close the gap (if one exists)

Learner Dissatisfaction With Feedback

bull Too brief

bull Too negative

bull Too difficult to decipher

bull Too difficult to understand

bull Does not provide guidance on how to do things differently

Gibbs (2003)

What is lsquoeffectiversquo feedback

bull Marks vs Commentsbull Learners will look at feedback in this order

1 PassFail

2 Grade

3 Commentsbull What was weak

bull What was strong

bull Depending on timing and quality of feedback

bull Agreement of student view of feedback often depends on alignment with own view

Feedback Timing

bull Important for students to receive feedback whilst still focused on the task and when there is still time to do something about it

Good Timing Poor Timing

Returning a test the next day Two weeks after test

Immediate oral response to misconceptions

Ignoring errors or misconceptions

Going over things when module is over No opportunity to improve performance

Quality of Feedback

Ineffective feedback High quality feedback

Vague not descriptive may include sweeping generalisationsldquoYou did wellrdquo

Specific descriptiveldquoYou took time with the patients and explored their issues and expectations wellrdquo

Unnecessarily harshFocuses on negativeldquoYou canrsquot prioritise can yourdquo

Fair even-handed constructiveldquoPreparing an outline of your reading may help you consolidate conceptsrdquo

Focused on personality traitsldquoYou are too competitiverdquo

Focused on behaviourperformanceldquoyour views are valuable I also think that it is important to hear the views from the rest of the team toordquo

Based on rumour hearsayldquoI was told that you were poor at performing examinationsrdquo

Based on personal observationldquoI can see that you are having problems with your calculationsrdquo

Model of Feedback

bull Feedback about the task

bull Feedback about processing the task

bull Feedback about self regulation

bull Feedback about the student as a person

Feedback Things to Consider

bull Timing When given amp how often

bull Amount How many points made length of point

bull Mode Oral Written VisualDemonstration

bull Audience Individual vs GroupClass

bull Focus On work process self-regulation personality

bull Comparison To criterion to norm to self

bull Function Descriptive and non-judgemental

bull Valence Positive or Negative

bull Clarity Clear to student (not self)

bull Specificity Not overly general or just small details

bull Tone What the student will hear

Brookheart

The responsibility of the Learner

bull Listen to it (rather than prepare your responsedefence)

bull Ask for it to be repeated if you did not hear it clearly

bull Assume it is constructive until proven otherwise then consider and use those elements that are constructive

bull Pause and think before responding

bull Ask for clarification and examples if statements are unclear or unsupported

bull Accept it positively (for consideration) rather than dismissively (for self-protection)

bull Ask for suggestions of ways you might modify or change your behavior

bull Respect and thank the person giving feedback

Rules of Feedback

bull Base feedback on direct observationbull Describe what lsquoYoursquo saw It is difficult to base feedback on what someone else

reported and it lacks authenticity

bull Begin session with self assessmentbull Most students are more self critical than we would be based on their own

lsquonovicersquo understanding of performance

Feedback and Literature

bull Feedback has been demonstrated to reinforce or modify behaviourbull Positive feedback can reinforce good practices (Thorndike 1931)

bull Negative feedback can cause problems with motivation (Kluger amp DeNisi 1996)

bull Feedback enhances clinical performance (Veloski et al 2006)

bull If done well feedback is a very effective tool to assist learning

Barriers to Feedback (Krackov 2009)

Time and Placebull Shortage of time no place to give feedback

Knowledge basebull Unclear about purpose of feedback lack of performance data

Abilitybull No training in giving or receiving feedback

Affective factorsbull Poor rapport worries about the effect of negative feedback

Different expectationsbull Different perceptions between learner and teacher

Culture bull A culture that values feedback as a two way dialogue is essential

Types of Feedback

bull Ongoing feedback (informal)bull Frequent

bull Immediate often unplannedspontaneous

bull Mid-course feedback (Formal)bull Scheduled in advance planned

bull Teachers observations over time

bull End of course feedback (formal)

Three Methods For Feedback

bull Multiple methods exist for providing feedback

bull No right way for everyone and every situation

bull Mixtures of the elements of the methods can help to develop a rich feedback session

The Feedback Sandwich

bull Providing reinforcing and corrective feedback together

ldquoKiss Kick Kissrdquo

bull Sandwich corrective feedback between reinforcing feedback

bull Power balance favours the teacher

bull Passive for the learner

bull Try to avoid reinforcing the corrective statements by cuing it with words like ldquoButrdquo or ldquohoweverrdquo

The Feedback Sandwich

bull Reinforcing ldquoI like the way that you systematically examined Mr Smithrsquos abdomen using the

flat of your handrdquo

bull CorrectiveldquoI noticed that you did not look at Mr Smithrsquos face as you palpated to check

whether you were causing him any discomfortrdquo

bull ReinforcingldquoYou finished by summarising your findings accurately and succinctly well

donerdquo

Pendleton Model

bull A structured approach to establishing a conversation about performance

bull Evolution of the feedback sandwichbull Teachers comments are preceded by learners observations

bull Four step approach

bull Works best when in a one to one situation with the learner to discuss after the event

Pendletonrsquos rules

bull Check the learner wants and is ready for feedback

bull Let the learner give commentsbackground to the material that is being assessed

1 The learner states what was done well

2 The observer(s) state what was done well

3 The learner states what could be improved

4 The observer(s) state how it could be improved

bull An action plan for improvement is made

Reflective Feedback Conversation

bull Encourage learners to reflect on actionsbull Less structured than previous models

bull Similar to Calgary Cambridge communication skills model

bull Focuses on essential goals of feedbackbull Encourage learners to reflect on their actions and to motivate subsequent

improvement in performance

Reflective Feedback

Teacher ldquoLetrsquos review the surgery Is there anything you have concerns about that perhaps didnrsquot go as well as you had hopedrdquo

Learner ldquoI wasnrsquot happy with tumour resection I found it very hard to prize it off the posterior wall of the bladder and it bled a lotrdquo

Teacher ldquoIt was clearly difficult for you to create a plane of cleavage between the tumour and the bladder wall I find this difficult toordquo

Teacher ldquoIs there anything you can think of that might work better make it easier or improve it for next timerdquo

Learner ldquoWell I was a bit anxious and perhaps because of that I was rushing and working too quicklyrdquo

Teacher ldquoYes thatrsquos a good point I would encourage you to slow down at times like these and that allows you to be even more delicate in your approach Another suggestion is to use a blunt dissection technique rather than a scissors dissection Does that make sense to yourdquo

FeedbackTask

The Matrix - Coin and Card Trick

bull Learn the trick and receive feedback

bull Watch the ldquoYou Tube video tutorialrdquo

bull httpwwwyoutubecomwatchv=dW-tnkmEdtcampfeature=channelamplist=UL

bull Select a method to provide feedback

bull Swap over with partner and try another feedback method

httpwwwwikihowcomClap-Your-Hands

Do the basic clap

Open your hands and clap your

palms against each other with the

fingers held up towards the sky Do

it hard enough to get a good loud

smacking sound out of it but not so

hard you turn your hand red Some

people clap more by clapping the

fingers of one hand against the

palm of the other Do whatever

feels most comfortable for you

Stop clapping when it starts

to taper off

As soon as the clapping starts

to die down itrsquos ok to stop

clapping Clapping isnrsquot a

chance to interrupt a

performance itrsquos a chance to

celebrate it Get quiet with the

crowd and dont act silly

Do the royalty clap

You know when the Queen

comes out of the castle and

decides to applaud her loyal

subjects with a brief applause

Thats what youre going for A

demure clap can be done just by

clapping with the first two fingers

tapping them into your palm

What did you think about the judges feedback

Which judge gave the most effective feedback

Why

Judge 1

yoursquove gotten feedback ndash your marks ndash but you have no idea what theyrsquore based on You know you need to change something But what Theyrsquove given you no clue so yoursquore equally likely to change for the worse as change for the better

Judge 2

Yoursquove been told what not to do but you donrsquot know what your goal is So you can avoid the behavior you know they didnrsquot like (being quiet starting too loudly and not having enough texture and clapping too fast) But what are they looking for There are many many ways of clapping that avoid those things but still arenrsquot right Note too that in my example I had the judges give negative feedback But it works the same way if they only praised you If they tell you what you did right but gave you mediocre marks you know you need to change But you donrsquot know what or how

Judge 3

This is the most useful They tell you what your goal is ndash eliminating a whole range of possible behaviors They tell you which aspects of your technique will help you towards optimal performance They tell you what they donrsquot like as well And they even give you some ideas for techniques you may not have thought about

Feedback questions

bull Effective feedback should allow the learner to be able to answer these questions bull Where am I going

bull What level of performance is expected (Reference)

bull How am I goingbull At what level is the student performing now (Actual)

bull Where nextbull Plan of action to close the gap (if one exists)

Learner Dissatisfaction With Feedback

bull Too brief

bull Too negative

bull Too difficult to decipher

bull Too difficult to understand

bull Does not provide guidance on how to do things differently

Gibbs (2003)

What is lsquoeffectiversquo feedback

bull Marks vs Commentsbull Learners will look at feedback in this order

1 PassFail

2 Grade

3 Commentsbull What was weak

bull What was strong

bull Depending on timing and quality of feedback

bull Agreement of student view of feedback often depends on alignment with own view

Feedback Timing

bull Important for students to receive feedback whilst still focused on the task and when there is still time to do something about it

Good Timing Poor Timing

Returning a test the next day Two weeks after test

Immediate oral response to misconceptions

Ignoring errors or misconceptions

Going over things when module is over No opportunity to improve performance

Quality of Feedback

Ineffective feedback High quality feedback

Vague not descriptive may include sweeping generalisationsldquoYou did wellrdquo

Specific descriptiveldquoYou took time with the patients and explored their issues and expectations wellrdquo

Unnecessarily harshFocuses on negativeldquoYou canrsquot prioritise can yourdquo

Fair even-handed constructiveldquoPreparing an outline of your reading may help you consolidate conceptsrdquo

Focused on personality traitsldquoYou are too competitiverdquo

Focused on behaviourperformanceldquoyour views are valuable I also think that it is important to hear the views from the rest of the team toordquo

Based on rumour hearsayldquoI was told that you were poor at performing examinationsrdquo

Based on personal observationldquoI can see that you are having problems with your calculationsrdquo

Model of Feedback

bull Feedback about the task

bull Feedback about processing the task

bull Feedback about self regulation

bull Feedback about the student as a person

Feedback Things to Consider

bull Timing When given amp how often

bull Amount How many points made length of point

bull Mode Oral Written VisualDemonstration

bull Audience Individual vs GroupClass

bull Focus On work process self-regulation personality

bull Comparison To criterion to norm to self

bull Function Descriptive and non-judgemental

bull Valence Positive or Negative

bull Clarity Clear to student (not self)

bull Specificity Not overly general or just small details

bull Tone What the student will hear

Brookheart

The responsibility of the Learner

bull Listen to it (rather than prepare your responsedefence)

bull Ask for it to be repeated if you did not hear it clearly

bull Assume it is constructive until proven otherwise then consider and use those elements that are constructive

bull Pause and think before responding

bull Ask for clarification and examples if statements are unclear or unsupported

bull Accept it positively (for consideration) rather than dismissively (for self-protection)

bull Ask for suggestions of ways you might modify or change your behavior

bull Respect and thank the person giving feedback

Rules of Feedback

bull Base feedback on direct observationbull Describe what lsquoYoursquo saw It is difficult to base feedback on what someone else

reported and it lacks authenticity

bull Begin session with self assessmentbull Most students are more self critical than we would be based on their own

lsquonovicersquo understanding of performance

Feedback and Literature

bull Feedback has been demonstrated to reinforce or modify behaviourbull Positive feedback can reinforce good practices (Thorndike 1931)

bull Negative feedback can cause problems with motivation (Kluger amp DeNisi 1996)

bull Feedback enhances clinical performance (Veloski et al 2006)

bull If done well feedback is a very effective tool to assist learning

Barriers to Feedback (Krackov 2009)

Time and Placebull Shortage of time no place to give feedback

Knowledge basebull Unclear about purpose of feedback lack of performance data

Abilitybull No training in giving or receiving feedback

Affective factorsbull Poor rapport worries about the effect of negative feedback

Different expectationsbull Different perceptions between learner and teacher

Culture bull A culture that values feedback as a two way dialogue is essential

Types of Feedback

bull Ongoing feedback (informal)bull Frequent

bull Immediate often unplannedspontaneous

bull Mid-course feedback (Formal)bull Scheduled in advance planned

bull Teachers observations over time

bull End of course feedback (formal)

Three Methods For Feedback

bull Multiple methods exist for providing feedback

bull No right way for everyone and every situation

bull Mixtures of the elements of the methods can help to develop a rich feedback session

The Feedback Sandwich

bull Providing reinforcing and corrective feedback together

ldquoKiss Kick Kissrdquo

bull Sandwich corrective feedback between reinforcing feedback

bull Power balance favours the teacher

bull Passive for the learner

bull Try to avoid reinforcing the corrective statements by cuing it with words like ldquoButrdquo or ldquohoweverrdquo

The Feedback Sandwich

bull Reinforcing ldquoI like the way that you systematically examined Mr Smithrsquos abdomen using the

flat of your handrdquo

bull CorrectiveldquoI noticed that you did not look at Mr Smithrsquos face as you palpated to check

whether you were causing him any discomfortrdquo

bull ReinforcingldquoYou finished by summarising your findings accurately and succinctly well

donerdquo

Pendleton Model

bull A structured approach to establishing a conversation about performance

bull Evolution of the feedback sandwichbull Teachers comments are preceded by learners observations

bull Four step approach

bull Works best when in a one to one situation with the learner to discuss after the event

Pendletonrsquos rules

bull Check the learner wants and is ready for feedback

bull Let the learner give commentsbackground to the material that is being assessed

1 The learner states what was done well

2 The observer(s) state what was done well

3 The learner states what could be improved

4 The observer(s) state how it could be improved

bull An action plan for improvement is made

Reflective Feedback Conversation

bull Encourage learners to reflect on actionsbull Less structured than previous models

bull Similar to Calgary Cambridge communication skills model

bull Focuses on essential goals of feedbackbull Encourage learners to reflect on their actions and to motivate subsequent

improvement in performance

Reflective Feedback

Teacher ldquoLetrsquos review the surgery Is there anything you have concerns about that perhaps didnrsquot go as well as you had hopedrdquo

Learner ldquoI wasnrsquot happy with tumour resection I found it very hard to prize it off the posterior wall of the bladder and it bled a lotrdquo

Teacher ldquoIt was clearly difficult for you to create a plane of cleavage between the tumour and the bladder wall I find this difficult toordquo

Teacher ldquoIs there anything you can think of that might work better make it easier or improve it for next timerdquo

Learner ldquoWell I was a bit anxious and perhaps because of that I was rushing and working too quicklyrdquo

Teacher ldquoYes thatrsquos a good point I would encourage you to slow down at times like these and that allows you to be even more delicate in your approach Another suggestion is to use a blunt dissection technique rather than a scissors dissection Does that make sense to yourdquo

FeedbackTask

The Matrix - Coin and Card Trick

bull Learn the trick and receive feedback

bull Watch the ldquoYou Tube video tutorialrdquo

bull httpwwwyoutubecomwatchv=dW-tnkmEdtcampfeature=channelamplist=UL

bull Select a method to provide feedback

bull Swap over with partner and try another feedback method

What did you think about the judges feedback

Which judge gave the most effective feedback

Why

Judge 1

yoursquove gotten feedback ndash your marks ndash but you have no idea what theyrsquore based on You know you need to change something But what Theyrsquove given you no clue so yoursquore equally likely to change for the worse as change for the better

Judge 2

Yoursquove been told what not to do but you donrsquot know what your goal is So you can avoid the behavior you know they didnrsquot like (being quiet starting too loudly and not having enough texture and clapping too fast) But what are they looking for There are many many ways of clapping that avoid those things but still arenrsquot right Note too that in my example I had the judges give negative feedback But it works the same way if they only praised you If they tell you what you did right but gave you mediocre marks you know you need to change But you donrsquot know what or how

Judge 3

This is the most useful They tell you what your goal is ndash eliminating a whole range of possible behaviors They tell you which aspects of your technique will help you towards optimal performance They tell you what they donrsquot like as well And they even give you some ideas for techniques you may not have thought about

Feedback questions

bull Effective feedback should allow the learner to be able to answer these questions bull Where am I going

bull What level of performance is expected (Reference)

bull How am I goingbull At what level is the student performing now (Actual)

bull Where nextbull Plan of action to close the gap (if one exists)

Learner Dissatisfaction With Feedback

bull Too brief

bull Too negative

bull Too difficult to decipher

bull Too difficult to understand

bull Does not provide guidance on how to do things differently

Gibbs (2003)

What is lsquoeffectiversquo feedback

bull Marks vs Commentsbull Learners will look at feedback in this order

1 PassFail

2 Grade

3 Commentsbull What was weak

bull What was strong

bull Depending on timing and quality of feedback

bull Agreement of student view of feedback often depends on alignment with own view

Feedback Timing

bull Important for students to receive feedback whilst still focused on the task and when there is still time to do something about it

Good Timing Poor Timing

Returning a test the next day Two weeks after test

Immediate oral response to misconceptions

Ignoring errors or misconceptions

Going over things when module is over No opportunity to improve performance

Quality of Feedback

Ineffective feedback High quality feedback

Vague not descriptive may include sweeping generalisationsldquoYou did wellrdquo

Specific descriptiveldquoYou took time with the patients and explored their issues and expectations wellrdquo

Unnecessarily harshFocuses on negativeldquoYou canrsquot prioritise can yourdquo

Fair even-handed constructiveldquoPreparing an outline of your reading may help you consolidate conceptsrdquo

Focused on personality traitsldquoYou are too competitiverdquo

Focused on behaviourperformanceldquoyour views are valuable I also think that it is important to hear the views from the rest of the team toordquo

Based on rumour hearsayldquoI was told that you were poor at performing examinationsrdquo

Based on personal observationldquoI can see that you are having problems with your calculationsrdquo

Model of Feedback

bull Feedback about the task

bull Feedback about processing the task

bull Feedback about self regulation

bull Feedback about the student as a person

Feedback Things to Consider

bull Timing When given amp how often

bull Amount How many points made length of point

bull Mode Oral Written VisualDemonstration

bull Audience Individual vs GroupClass

bull Focus On work process self-regulation personality

bull Comparison To criterion to norm to self

bull Function Descriptive and non-judgemental

bull Valence Positive or Negative

bull Clarity Clear to student (not self)

bull Specificity Not overly general or just small details

bull Tone What the student will hear

Brookheart

The responsibility of the Learner

bull Listen to it (rather than prepare your responsedefence)

bull Ask for it to be repeated if you did not hear it clearly

bull Assume it is constructive until proven otherwise then consider and use those elements that are constructive

bull Pause and think before responding

bull Ask for clarification and examples if statements are unclear or unsupported

bull Accept it positively (for consideration) rather than dismissively (for self-protection)

bull Ask for suggestions of ways you might modify or change your behavior

bull Respect and thank the person giving feedback

Rules of Feedback

bull Base feedback on direct observationbull Describe what lsquoYoursquo saw It is difficult to base feedback on what someone else

reported and it lacks authenticity

bull Begin session with self assessmentbull Most students are more self critical than we would be based on their own

lsquonovicersquo understanding of performance

Feedback and Literature

bull Feedback has been demonstrated to reinforce or modify behaviourbull Positive feedback can reinforce good practices (Thorndike 1931)

bull Negative feedback can cause problems with motivation (Kluger amp DeNisi 1996)

bull Feedback enhances clinical performance (Veloski et al 2006)

bull If done well feedback is a very effective tool to assist learning

Barriers to Feedback (Krackov 2009)

Time and Placebull Shortage of time no place to give feedback

Knowledge basebull Unclear about purpose of feedback lack of performance data

Abilitybull No training in giving or receiving feedback

Affective factorsbull Poor rapport worries about the effect of negative feedback

Different expectationsbull Different perceptions between learner and teacher

Culture bull A culture that values feedback as a two way dialogue is essential

Types of Feedback

bull Ongoing feedback (informal)bull Frequent

bull Immediate often unplannedspontaneous

bull Mid-course feedback (Formal)bull Scheduled in advance planned

bull Teachers observations over time

bull End of course feedback (formal)

Three Methods For Feedback

bull Multiple methods exist for providing feedback

bull No right way for everyone and every situation

bull Mixtures of the elements of the methods can help to develop a rich feedback session

The Feedback Sandwich

bull Providing reinforcing and corrective feedback together

ldquoKiss Kick Kissrdquo

bull Sandwich corrective feedback between reinforcing feedback

bull Power balance favours the teacher

bull Passive for the learner

bull Try to avoid reinforcing the corrective statements by cuing it with words like ldquoButrdquo or ldquohoweverrdquo

The Feedback Sandwich

bull Reinforcing ldquoI like the way that you systematically examined Mr Smithrsquos abdomen using the

flat of your handrdquo

bull CorrectiveldquoI noticed that you did not look at Mr Smithrsquos face as you palpated to check

whether you were causing him any discomfortrdquo

bull ReinforcingldquoYou finished by summarising your findings accurately and succinctly well

donerdquo

Pendleton Model

bull A structured approach to establishing a conversation about performance

bull Evolution of the feedback sandwichbull Teachers comments are preceded by learners observations

bull Four step approach

bull Works best when in a one to one situation with the learner to discuss after the event

Pendletonrsquos rules

bull Check the learner wants and is ready for feedback

bull Let the learner give commentsbackground to the material that is being assessed

1 The learner states what was done well

2 The observer(s) state what was done well

3 The learner states what could be improved

4 The observer(s) state how it could be improved

bull An action plan for improvement is made

Reflective Feedback Conversation

bull Encourage learners to reflect on actionsbull Less structured than previous models

bull Similar to Calgary Cambridge communication skills model

bull Focuses on essential goals of feedbackbull Encourage learners to reflect on their actions and to motivate subsequent

improvement in performance

Reflective Feedback

Teacher ldquoLetrsquos review the surgery Is there anything you have concerns about that perhaps didnrsquot go as well as you had hopedrdquo

Learner ldquoI wasnrsquot happy with tumour resection I found it very hard to prize it off the posterior wall of the bladder and it bled a lotrdquo

Teacher ldquoIt was clearly difficult for you to create a plane of cleavage between the tumour and the bladder wall I find this difficult toordquo

Teacher ldquoIs there anything you can think of that might work better make it easier or improve it for next timerdquo

Learner ldquoWell I was a bit anxious and perhaps because of that I was rushing and working too quicklyrdquo

Teacher ldquoYes thatrsquos a good point I would encourage you to slow down at times like these and that allows you to be even more delicate in your approach Another suggestion is to use a blunt dissection technique rather than a scissors dissection Does that make sense to yourdquo

FeedbackTask

The Matrix - Coin and Card Trick

bull Learn the trick and receive feedback

bull Watch the ldquoYou Tube video tutorialrdquo

bull httpwwwyoutubecomwatchv=dW-tnkmEdtcampfeature=channelamplist=UL

bull Select a method to provide feedback

bull Swap over with partner and try another feedback method

Judge 1

yoursquove gotten feedback ndash your marks ndash but you have no idea what theyrsquore based on You know you need to change something But what Theyrsquove given you no clue so yoursquore equally likely to change for the worse as change for the better

Judge 2

Yoursquove been told what not to do but you donrsquot know what your goal is So you can avoid the behavior you know they didnrsquot like (being quiet starting too loudly and not having enough texture and clapping too fast) But what are they looking for There are many many ways of clapping that avoid those things but still arenrsquot right Note too that in my example I had the judges give negative feedback But it works the same way if they only praised you If they tell you what you did right but gave you mediocre marks you know you need to change But you donrsquot know what or how

Judge 3

This is the most useful They tell you what your goal is ndash eliminating a whole range of possible behaviors They tell you which aspects of your technique will help you towards optimal performance They tell you what they donrsquot like as well And they even give you some ideas for techniques you may not have thought about

Feedback questions

bull Effective feedback should allow the learner to be able to answer these questions bull Where am I going

bull What level of performance is expected (Reference)

bull How am I goingbull At what level is the student performing now (Actual)

bull Where nextbull Plan of action to close the gap (if one exists)

Learner Dissatisfaction With Feedback

bull Too brief

bull Too negative

bull Too difficult to decipher

bull Too difficult to understand

bull Does not provide guidance on how to do things differently

Gibbs (2003)

What is lsquoeffectiversquo feedback

bull Marks vs Commentsbull Learners will look at feedback in this order

1 PassFail

2 Grade

3 Commentsbull What was weak

bull What was strong

bull Depending on timing and quality of feedback

bull Agreement of student view of feedback often depends on alignment with own view

Feedback Timing

bull Important for students to receive feedback whilst still focused on the task and when there is still time to do something about it

Good Timing Poor Timing

Returning a test the next day Two weeks after test

Immediate oral response to misconceptions

Ignoring errors or misconceptions

Going over things when module is over No opportunity to improve performance

Quality of Feedback

Ineffective feedback High quality feedback

Vague not descriptive may include sweeping generalisationsldquoYou did wellrdquo

Specific descriptiveldquoYou took time with the patients and explored their issues and expectations wellrdquo

Unnecessarily harshFocuses on negativeldquoYou canrsquot prioritise can yourdquo

Fair even-handed constructiveldquoPreparing an outline of your reading may help you consolidate conceptsrdquo

Focused on personality traitsldquoYou are too competitiverdquo

Focused on behaviourperformanceldquoyour views are valuable I also think that it is important to hear the views from the rest of the team toordquo

Based on rumour hearsayldquoI was told that you were poor at performing examinationsrdquo

Based on personal observationldquoI can see that you are having problems with your calculationsrdquo

Model of Feedback

bull Feedback about the task

bull Feedback about processing the task

bull Feedback about self regulation

bull Feedback about the student as a person

Feedback Things to Consider

bull Timing When given amp how often

bull Amount How many points made length of point

bull Mode Oral Written VisualDemonstration

bull Audience Individual vs GroupClass

bull Focus On work process self-regulation personality

bull Comparison To criterion to norm to self

bull Function Descriptive and non-judgemental

bull Valence Positive or Negative

bull Clarity Clear to student (not self)

bull Specificity Not overly general or just small details

bull Tone What the student will hear

Brookheart

The responsibility of the Learner

bull Listen to it (rather than prepare your responsedefence)

bull Ask for it to be repeated if you did not hear it clearly

bull Assume it is constructive until proven otherwise then consider and use those elements that are constructive

bull Pause and think before responding

bull Ask for clarification and examples if statements are unclear or unsupported

bull Accept it positively (for consideration) rather than dismissively (for self-protection)

bull Ask for suggestions of ways you might modify or change your behavior

bull Respect and thank the person giving feedback

Rules of Feedback

bull Base feedback on direct observationbull Describe what lsquoYoursquo saw It is difficult to base feedback on what someone else

reported and it lacks authenticity

bull Begin session with self assessmentbull Most students are more self critical than we would be based on their own

lsquonovicersquo understanding of performance

Feedback and Literature

bull Feedback has been demonstrated to reinforce or modify behaviourbull Positive feedback can reinforce good practices (Thorndike 1931)

bull Negative feedback can cause problems with motivation (Kluger amp DeNisi 1996)

bull Feedback enhances clinical performance (Veloski et al 2006)

bull If done well feedback is a very effective tool to assist learning

Barriers to Feedback (Krackov 2009)

Time and Placebull Shortage of time no place to give feedback

Knowledge basebull Unclear about purpose of feedback lack of performance data

Abilitybull No training in giving or receiving feedback

Affective factorsbull Poor rapport worries about the effect of negative feedback

Different expectationsbull Different perceptions between learner and teacher

Culture bull A culture that values feedback as a two way dialogue is essential

Types of Feedback

bull Ongoing feedback (informal)bull Frequent

bull Immediate often unplannedspontaneous

bull Mid-course feedback (Formal)bull Scheduled in advance planned

bull Teachers observations over time

bull End of course feedback (formal)

Three Methods For Feedback

bull Multiple methods exist for providing feedback

bull No right way for everyone and every situation

bull Mixtures of the elements of the methods can help to develop a rich feedback session

The Feedback Sandwich

bull Providing reinforcing and corrective feedback together

ldquoKiss Kick Kissrdquo

bull Sandwich corrective feedback between reinforcing feedback

bull Power balance favours the teacher

bull Passive for the learner

bull Try to avoid reinforcing the corrective statements by cuing it with words like ldquoButrdquo or ldquohoweverrdquo

The Feedback Sandwich

bull Reinforcing ldquoI like the way that you systematically examined Mr Smithrsquos abdomen using the

flat of your handrdquo

bull CorrectiveldquoI noticed that you did not look at Mr Smithrsquos face as you palpated to check

whether you were causing him any discomfortrdquo

bull ReinforcingldquoYou finished by summarising your findings accurately and succinctly well

donerdquo

Pendleton Model

bull A structured approach to establishing a conversation about performance

bull Evolution of the feedback sandwichbull Teachers comments are preceded by learners observations

bull Four step approach

bull Works best when in a one to one situation with the learner to discuss after the event

Pendletonrsquos rules

bull Check the learner wants and is ready for feedback

bull Let the learner give commentsbackground to the material that is being assessed

1 The learner states what was done well

2 The observer(s) state what was done well

3 The learner states what could be improved

4 The observer(s) state how it could be improved

bull An action plan for improvement is made

Reflective Feedback Conversation

bull Encourage learners to reflect on actionsbull Less structured than previous models

bull Similar to Calgary Cambridge communication skills model

bull Focuses on essential goals of feedbackbull Encourage learners to reflect on their actions and to motivate subsequent

improvement in performance

Reflective Feedback

Teacher ldquoLetrsquos review the surgery Is there anything you have concerns about that perhaps didnrsquot go as well as you had hopedrdquo

Learner ldquoI wasnrsquot happy with tumour resection I found it very hard to prize it off the posterior wall of the bladder and it bled a lotrdquo

Teacher ldquoIt was clearly difficult for you to create a plane of cleavage between the tumour and the bladder wall I find this difficult toordquo

Teacher ldquoIs there anything you can think of that might work better make it easier or improve it for next timerdquo

Learner ldquoWell I was a bit anxious and perhaps because of that I was rushing and working too quicklyrdquo

Teacher ldquoYes thatrsquos a good point I would encourage you to slow down at times like these and that allows you to be even more delicate in your approach Another suggestion is to use a blunt dissection technique rather than a scissors dissection Does that make sense to yourdquo

FeedbackTask

The Matrix - Coin and Card Trick

bull Learn the trick and receive feedback

bull Watch the ldquoYou Tube video tutorialrdquo

bull httpwwwyoutubecomwatchv=dW-tnkmEdtcampfeature=channelamplist=UL

bull Select a method to provide feedback

bull Swap over with partner and try another feedback method

Judge 2

Yoursquove been told what not to do but you donrsquot know what your goal is So you can avoid the behavior you know they didnrsquot like (being quiet starting too loudly and not having enough texture and clapping too fast) But what are they looking for There are many many ways of clapping that avoid those things but still arenrsquot right Note too that in my example I had the judges give negative feedback But it works the same way if they only praised you If they tell you what you did right but gave you mediocre marks you know you need to change But you donrsquot know what or how

Judge 3

This is the most useful They tell you what your goal is ndash eliminating a whole range of possible behaviors They tell you which aspects of your technique will help you towards optimal performance They tell you what they donrsquot like as well And they even give you some ideas for techniques you may not have thought about

Feedback questions

bull Effective feedback should allow the learner to be able to answer these questions bull Where am I going

bull What level of performance is expected (Reference)

bull How am I goingbull At what level is the student performing now (Actual)

bull Where nextbull Plan of action to close the gap (if one exists)

Learner Dissatisfaction With Feedback

bull Too brief

bull Too negative

bull Too difficult to decipher

bull Too difficult to understand

bull Does not provide guidance on how to do things differently

Gibbs (2003)

What is lsquoeffectiversquo feedback

bull Marks vs Commentsbull Learners will look at feedback in this order

1 PassFail

2 Grade

3 Commentsbull What was weak

bull What was strong

bull Depending on timing and quality of feedback

bull Agreement of student view of feedback often depends on alignment with own view

Feedback Timing

bull Important for students to receive feedback whilst still focused on the task and when there is still time to do something about it

Good Timing Poor Timing

Returning a test the next day Two weeks after test

Immediate oral response to misconceptions

Ignoring errors or misconceptions

Going over things when module is over No opportunity to improve performance

Quality of Feedback

Ineffective feedback High quality feedback

Vague not descriptive may include sweeping generalisationsldquoYou did wellrdquo

Specific descriptiveldquoYou took time with the patients and explored their issues and expectations wellrdquo

Unnecessarily harshFocuses on negativeldquoYou canrsquot prioritise can yourdquo

Fair even-handed constructiveldquoPreparing an outline of your reading may help you consolidate conceptsrdquo

Focused on personality traitsldquoYou are too competitiverdquo

Focused on behaviourperformanceldquoyour views are valuable I also think that it is important to hear the views from the rest of the team toordquo

Based on rumour hearsayldquoI was told that you were poor at performing examinationsrdquo

Based on personal observationldquoI can see that you are having problems with your calculationsrdquo

Model of Feedback

bull Feedback about the task

bull Feedback about processing the task

bull Feedback about self regulation

bull Feedback about the student as a person

Feedback Things to Consider

bull Timing When given amp how often

bull Amount How many points made length of point

bull Mode Oral Written VisualDemonstration

bull Audience Individual vs GroupClass

bull Focus On work process self-regulation personality

bull Comparison To criterion to norm to self

bull Function Descriptive and non-judgemental

bull Valence Positive or Negative

bull Clarity Clear to student (not self)

bull Specificity Not overly general or just small details

bull Tone What the student will hear

Brookheart

The responsibility of the Learner

bull Listen to it (rather than prepare your responsedefence)

bull Ask for it to be repeated if you did not hear it clearly

bull Assume it is constructive until proven otherwise then consider and use those elements that are constructive

bull Pause and think before responding

bull Ask for clarification and examples if statements are unclear or unsupported

bull Accept it positively (for consideration) rather than dismissively (for self-protection)

bull Ask for suggestions of ways you might modify or change your behavior

bull Respect and thank the person giving feedback

Rules of Feedback

bull Base feedback on direct observationbull Describe what lsquoYoursquo saw It is difficult to base feedback on what someone else

reported and it lacks authenticity

bull Begin session with self assessmentbull Most students are more self critical than we would be based on their own

lsquonovicersquo understanding of performance

Feedback and Literature

bull Feedback has been demonstrated to reinforce or modify behaviourbull Positive feedback can reinforce good practices (Thorndike 1931)

bull Negative feedback can cause problems with motivation (Kluger amp DeNisi 1996)

bull Feedback enhances clinical performance (Veloski et al 2006)

bull If done well feedback is a very effective tool to assist learning

Barriers to Feedback (Krackov 2009)

Time and Placebull Shortage of time no place to give feedback

Knowledge basebull Unclear about purpose of feedback lack of performance data

Abilitybull No training in giving or receiving feedback

Affective factorsbull Poor rapport worries about the effect of negative feedback

Different expectationsbull Different perceptions between learner and teacher

Culture bull A culture that values feedback as a two way dialogue is essential

Types of Feedback

bull Ongoing feedback (informal)bull Frequent

bull Immediate often unplannedspontaneous

bull Mid-course feedback (Formal)bull Scheduled in advance planned

bull Teachers observations over time

bull End of course feedback (formal)

Three Methods For Feedback

bull Multiple methods exist for providing feedback

bull No right way for everyone and every situation

bull Mixtures of the elements of the methods can help to develop a rich feedback session

The Feedback Sandwich

bull Providing reinforcing and corrective feedback together

ldquoKiss Kick Kissrdquo

bull Sandwich corrective feedback between reinforcing feedback

bull Power balance favours the teacher

bull Passive for the learner

bull Try to avoid reinforcing the corrective statements by cuing it with words like ldquoButrdquo or ldquohoweverrdquo

The Feedback Sandwich

bull Reinforcing ldquoI like the way that you systematically examined Mr Smithrsquos abdomen using the

flat of your handrdquo

bull CorrectiveldquoI noticed that you did not look at Mr Smithrsquos face as you palpated to check

whether you were causing him any discomfortrdquo

bull ReinforcingldquoYou finished by summarising your findings accurately and succinctly well

donerdquo

Pendleton Model

bull A structured approach to establishing a conversation about performance

bull Evolution of the feedback sandwichbull Teachers comments are preceded by learners observations

bull Four step approach

bull Works best when in a one to one situation with the learner to discuss after the event

Pendletonrsquos rules

bull Check the learner wants and is ready for feedback

bull Let the learner give commentsbackground to the material that is being assessed

1 The learner states what was done well

2 The observer(s) state what was done well

3 The learner states what could be improved

4 The observer(s) state how it could be improved

bull An action plan for improvement is made

Reflective Feedback Conversation

bull Encourage learners to reflect on actionsbull Less structured than previous models

bull Similar to Calgary Cambridge communication skills model

bull Focuses on essential goals of feedbackbull Encourage learners to reflect on their actions and to motivate subsequent

improvement in performance

Reflective Feedback

Teacher ldquoLetrsquos review the surgery Is there anything you have concerns about that perhaps didnrsquot go as well as you had hopedrdquo

Learner ldquoI wasnrsquot happy with tumour resection I found it very hard to prize it off the posterior wall of the bladder and it bled a lotrdquo

Teacher ldquoIt was clearly difficult for you to create a plane of cleavage between the tumour and the bladder wall I find this difficult toordquo

Teacher ldquoIs there anything you can think of that might work better make it easier or improve it for next timerdquo

Learner ldquoWell I was a bit anxious and perhaps because of that I was rushing and working too quicklyrdquo

Teacher ldquoYes thatrsquos a good point I would encourage you to slow down at times like these and that allows you to be even more delicate in your approach Another suggestion is to use a blunt dissection technique rather than a scissors dissection Does that make sense to yourdquo

FeedbackTask

The Matrix - Coin and Card Trick

bull Learn the trick and receive feedback

bull Watch the ldquoYou Tube video tutorialrdquo

bull httpwwwyoutubecomwatchv=dW-tnkmEdtcampfeature=channelamplist=UL

bull Select a method to provide feedback

bull Swap over with partner and try another feedback method

Judge 3

This is the most useful They tell you what your goal is ndash eliminating a whole range of possible behaviors They tell you which aspects of your technique will help you towards optimal performance They tell you what they donrsquot like as well And they even give you some ideas for techniques you may not have thought about

Feedback questions

bull Effective feedback should allow the learner to be able to answer these questions bull Where am I going

bull What level of performance is expected (Reference)

bull How am I goingbull At what level is the student performing now (Actual)

bull Where nextbull Plan of action to close the gap (if one exists)

Learner Dissatisfaction With Feedback

bull Too brief

bull Too negative

bull Too difficult to decipher

bull Too difficult to understand

bull Does not provide guidance on how to do things differently

Gibbs (2003)

What is lsquoeffectiversquo feedback

bull Marks vs Commentsbull Learners will look at feedback in this order

1 PassFail

2 Grade

3 Commentsbull What was weak

bull What was strong

bull Depending on timing and quality of feedback

bull Agreement of student view of feedback often depends on alignment with own view

Feedback Timing

bull Important for students to receive feedback whilst still focused on the task and when there is still time to do something about it

Good Timing Poor Timing

Returning a test the next day Two weeks after test

Immediate oral response to misconceptions

Ignoring errors or misconceptions

Going over things when module is over No opportunity to improve performance

Quality of Feedback

Ineffective feedback High quality feedback

Vague not descriptive may include sweeping generalisationsldquoYou did wellrdquo

Specific descriptiveldquoYou took time with the patients and explored their issues and expectations wellrdquo

Unnecessarily harshFocuses on negativeldquoYou canrsquot prioritise can yourdquo

Fair even-handed constructiveldquoPreparing an outline of your reading may help you consolidate conceptsrdquo

Focused on personality traitsldquoYou are too competitiverdquo

Focused on behaviourperformanceldquoyour views are valuable I also think that it is important to hear the views from the rest of the team toordquo

Based on rumour hearsayldquoI was told that you were poor at performing examinationsrdquo

Based on personal observationldquoI can see that you are having problems with your calculationsrdquo

Model of Feedback

bull Feedback about the task

bull Feedback about processing the task

bull Feedback about self regulation

bull Feedback about the student as a person

Feedback Things to Consider

bull Timing When given amp how often

bull Amount How many points made length of point

bull Mode Oral Written VisualDemonstration

bull Audience Individual vs GroupClass

bull Focus On work process self-regulation personality

bull Comparison To criterion to norm to self

bull Function Descriptive and non-judgemental

bull Valence Positive or Negative

bull Clarity Clear to student (not self)

bull Specificity Not overly general or just small details

bull Tone What the student will hear

Brookheart

The responsibility of the Learner

bull Listen to it (rather than prepare your responsedefence)

bull Ask for it to be repeated if you did not hear it clearly

bull Assume it is constructive until proven otherwise then consider and use those elements that are constructive

bull Pause and think before responding

bull Ask for clarification and examples if statements are unclear or unsupported

bull Accept it positively (for consideration) rather than dismissively (for self-protection)

bull Ask for suggestions of ways you might modify or change your behavior

bull Respect and thank the person giving feedback

Rules of Feedback

bull Base feedback on direct observationbull Describe what lsquoYoursquo saw It is difficult to base feedback on what someone else

reported and it lacks authenticity

bull Begin session with self assessmentbull Most students are more self critical than we would be based on their own

lsquonovicersquo understanding of performance

Feedback and Literature

bull Feedback has been demonstrated to reinforce or modify behaviourbull Positive feedback can reinforce good practices (Thorndike 1931)

bull Negative feedback can cause problems with motivation (Kluger amp DeNisi 1996)

bull Feedback enhances clinical performance (Veloski et al 2006)

bull If done well feedback is a very effective tool to assist learning

Barriers to Feedback (Krackov 2009)

Time and Placebull Shortage of time no place to give feedback

Knowledge basebull Unclear about purpose of feedback lack of performance data

Abilitybull No training in giving or receiving feedback

Affective factorsbull Poor rapport worries about the effect of negative feedback

Different expectationsbull Different perceptions between learner and teacher

Culture bull A culture that values feedback as a two way dialogue is essential

Types of Feedback

bull Ongoing feedback (informal)bull Frequent

bull Immediate often unplannedspontaneous

bull Mid-course feedback (Formal)bull Scheduled in advance planned

bull Teachers observations over time

bull End of course feedback (formal)

Three Methods For Feedback

bull Multiple methods exist for providing feedback

bull No right way for everyone and every situation

bull Mixtures of the elements of the methods can help to develop a rich feedback session

The Feedback Sandwich

bull Providing reinforcing and corrective feedback together

ldquoKiss Kick Kissrdquo

bull Sandwich corrective feedback between reinforcing feedback

bull Power balance favours the teacher

bull Passive for the learner

bull Try to avoid reinforcing the corrective statements by cuing it with words like ldquoButrdquo or ldquohoweverrdquo

The Feedback Sandwich

bull Reinforcing ldquoI like the way that you systematically examined Mr Smithrsquos abdomen using the

flat of your handrdquo

bull CorrectiveldquoI noticed that you did not look at Mr Smithrsquos face as you palpated to check

whether you were causing him any discomfortrdquo

bull ReinforcingldquoYou finished by summarising your findings accurately and succinctly well

donerdquo

Pendleton Model

bull A structured approach to establishing a conversation about performance

bull Evolution of the feedback sandwichbull Teachers comments are preceded by learners observations

bull Four step approach

bull Works best when in a one to one situation with the learner to discuss after the event

Pendletonrsquos rules

bull Check the learner wants and is ready for feedback

bull Let the learner give commentsbackground to the material that is being assessed

1 The learner states what was done well

2 The observer(s) state what was done well

3 The learner states what could be improved

4 The observer(s) state how it could be improved

bull An action plan for improvement is made

Reflective Feedback Conversation

bull Encourage learners to reflect on actionsbull Less structured than previous models

bull Similar to Calgary Cambridge communication skills model

bull Focuses on essential goals of feedbackbull Encourage learners to reflect on their actions and to motivate subsequent

improvement in performance

Reflective Feedback

Teacher ldquoLetrsquos review the surgery Is there anything you have concerns about that perhaps didnrsquot go as well as you had hopedrdquo

Learner ldquoI wasnrsquot happy with tumour resection I found it very hard to prize it off the posterior wall of the bladder and it bled a lotrdquo

Teacher ldquoIt was clearly difficult for you to create a plane of cleavage between the tumour and the bladder wall I find this difficult toordquo

Teacher ldquoIs there anything you can think of that might work better make it easier or improve it for next timerdquo

Learner ldquoWell I was a bit anxious and perhaps because of that I was rushing and working too quicklyrdquo

Teacher ldquoYes thatrsquos a good point I would encourage you to slow down at times like these and that allows you to be even more delicate in your approach Another suggestion is to use a blunt dissection technique rather than a scissors dissection Does that make sense to yourdquo

FeedbackTask

The Matrix - Coin and Card Trick

bull Learn the trick and receive feedback

bull Watch the ldquoYou Tube video tutorialrdquo

bull httpwwwyoutubecomwatchv=dW-tnkmEdtcampfeature=channelamplist=UL

bull Select a method to provide feedback

bull Swap over with partner and try another feedback method

Feedback questions

bull Effective feedback should allow the learner to be able to answer these questions bull Where am I going

bull What level of performance is expected (Reference)

bull How am I goingbull At what level is the student performing now (Actual)

bull Where nextbull Plan of action to close the gap (if one exists)

Learner Dissatisfaction With Feedback

bull Too brief

bull Too negative

bull Too difficult to decipher

bull Too difficult to understand

bull Does not provide guidance on how to do things differently

Gibbs (2003)

What is lsquoeffectiversquo feedback

bull Marks vs Commentsbull Learners will look at feedback in this order

1 PassFail

2 Grade

3 Commentsbull What was weak

bull What was strong

bull Depending on timing and quality of feedback

bull Agreement of student view of feedback often depends on alignment with own view

Feedback Timing

bull Important for students to receive feedback whilst still focused on the task and when there is still time to do something about it

Good Timing Poor Timing

Returning a test the next day Two weeks after test

Immediate oral response to misconceptions

Ignoring errors or misconceptions

Going over things when module is over No opportunity to improve performance

Quality of Feedback

Ineffective feedback High quality feedback

Vague not descriptive may include sweeping generalisationsldquoYou did wellrdquo

Specific descriptiveldquoYou took time with the patients and explored their issues and expectations wellrdquo

Unnecessarily harshFocuses on negativeldquoYou canrsquot prioritise can yourdquo

Fair even-handed constructiveldquoPreparing an outline of your reading may help you consolidate conceptsrdquo

Focused on personality traitsldquoYou are too competitiverdquo

Focused on behaviourperformanceldquoyour views are valuable I also think that it is important to hear the views from the rest of the team toordquo

Based on rumour hearsayldquoI was told that you were poor at performing examinationsrdquo

Based on personal observationldquoI can see that you are having problems with your calculationsrdquo

Model of Feedback

bull Feedback about the task

bull Feedback about processing the task

bull Feedback about self regulation

bull Feedback about the student as a person

Feedback Things to Consider

bull Timing When given amp how often

bull Amount How many points made length of point

bull Mode Oral Written VisualDemonstration

bull Audience Individual vs GroupClass

bull Focus On work process self-regulation personality

bull Comparison To criterion to norm to self

bull Function Descriptive and non-judgemental

bull Valence Positive or Negative

bull Clarity Clear to student (not self)

bull Specificity Not overly general or just small details

bull Tone What the student will hear

Brookheart

The responsibility of the Learner

bull Listen to it (rather than prepare your responsedefence)

bull Ask for it to be repeated if you did not hear it clearly

bull Assume it is constructive until proven otherwise then consider and use those elements that are constructive

bull Pause and think before responding

bull Ask for clarification and examples if statements are unclear or unsupported

bull Accept it positively (for consideration) rather than dismissively (for self-protection)

bull Ask for suggestions of ways you might modify or change your behavior

bull Respect and thank the person giving feedback

Rules of Feedback

bull Base feedback on direct observationbull Describe what lsquoYoursquo saw It is difficult to base feedback on what someone else

reported and it lacks authenticity

bull Begin session with self assessmentbull Most students are more self critical than we would be based on their own

lsquonovicersquo understanding of performance

Feedback and Literature

bull Feedback has been demonstrated to reinforce or modify behaviourbull Positive feedback can reinforce good practices (Thorndike 1931)

bull Negative feedback can cause problems with motivation (Kluger amp DeNisi 1996)

bull Feedback enhances clinical performance (Veloski et al 2006)

bull If done well feedback is a very effective tool to assist learning

Barriers to Feedback (Krackov 2009)

Time and Placebull Shortage of time no place to give feedback

Knowledge basebull Unclear about purpose of feedback lack of performance data

Abilitybull No training in giving or receiving feedback

Affective factorsbull Poor rapport worries about the effect of negative feedback

Different expectationsbull Different perceptions between learner and teacher

Culture bull A culture that values feedback as a two way dialogue is essential

Types of Feedback

bull Ongoing feedback (informal)bull Frequent

bull Immediate often unplannedspontaneous

bull Mid-course feedback (Formal)bull Scheduled in advance planned

bull Teachers observations over time

bull End of course feedback (formal)

Three Methods For Feedback

bull Multiple methods exist for providing feedback

bull No right way for everyone and every situation

bull Mixtures of the elements of the methods can help to develop a rich feedback session

The Feedback Sandwich

bull Providing reinforcing and corrective feedback together

ldquoKiss Kick Kissrdquo

bull Sandwich corrective feedback between reinforcing feedback

bull Power balance favours the teacher

bull Passive for the learner

bull Try to avoid reinforcing the corrective statements by cuing it with words like ldquoButrdquo or ldquohoweverrdquo

The Feedback Sandwich

bull Reinforcing ldquoI like the way that you systematically examined Mr Smithrsquos abdomen using the

flat of your handrdquo

bull CorrectiveldquoI noticed that you did not look at Mr Smithrsquos face as you palpated to check

whether you were causing him any discomfortrdquo

bull ReinforcingldquoYou finished by summarising your findings accurately and succinctly well

donerdquo

Pendleton Model

bull A structured approach to establishing a conversation about performance

bull Evolution of the feedback sandwichbull Teachers comments are preceded by learners observations

bull Four step approach

bull Works best when in a one to one situation with the learner to discuss after the event

Pendletonrsquos rules

bull Check the learner wants and is ready for feedback

bull Let the learner give commentsbackground to the material that is being assessed

1 The learner states what was done well

2 The observer(s) state what was done well

3 The learner states what could be improved

4 The observer(s) state how it could be improved

bull An action plan for improvement is made

Reflective Feedback Conversation

bull Encourage learners to reflect on actionsbull Less structured than previous models

bull Similar to Calgary Cambridge communication skills model

bull Focuses on essential goals of feedbackbull Encourage learners to reflect on their actions and to motivate subsequent

improvement in performance

Reflective Feedback

Teacher ldquoLetrsquos review the surgery Is there anything you have concerns about that perhaps didnrsquot go as well as you had hopedrdquo

Learner ldquoI wasnrsquot happy with tumour resection I found it very hard to prize it off the posterior wall of the bladder and it bled a lotrdquo

Teacher ldquoIt was clearly difficult for you to create a plane of cleavage between the tumour and the bladder wall I find this difficult toordquo

Teacher ldquoIs there anything you can think of that might work better make it easier or improve it for next timerdquo

Learner ldquoWell I was a bit anxious and perhaps because of that I was rushing and working too quicklyrdquo

Teacher ldquoYes thatrsquos a good point I would encourage you to slow down at times like these and that allows you to be even more delicate in your approach Another suggestion is to use a blunt dissection technique rather than a scissors dissection Does that make sense to yourdquo

FeedbackTask

The Matrix - Coin and Card Trick

bull Learn the trick and receive feedback

bull Watch the ldquoYou Tube video tutorialrdquo

bull httpwwwyoutubecomwatchv=dW-tnkmEdtcampfeature=channelamplist=UL

bull Select a method to provide feedback

bull Swap over with partner and try another feedback method

Learner Dissatisfaction With Feedback

bull Too brief

bull Too negative

bull Too difficult to decipher

bull Too difficult to understand

bull Does not provide guidance on how to do things differently

Gibbs (2003)

What is lsquoeffectiversquo feedback

bull Marks vs Commentsbull Learners will look at feedback in this order

1 PassFail

2 Grade

3 Commentsbull What was weak

bull What was strong

bull Depending on timing and quality of feedback

bull Agreement of student view of feedback often depends on alignment with own view

Feedback Timing

bull Important for students to receive feedback whilst still focused on the task and when there is still time to do something about it

Good Timing Poor Timing

Returning a test the next day Two weeks after test

Immediate oral response to misconceptions

Ignoring errors or misconceptions

Going over things when module is over No opportunity to improve performance

Quality of Feedback

Ineffective feedback High quality feedback

Vague not descriptive may include sweeping generalisationsldquoYou did wellrdquo

Specific descriptiveldquoYou took time with the patients and explored their issues and expectations wellrdquo

Unnecessarily harshFocuses on negativeldquoYou canrsquot prioritise can yourdquo

Fair even-handed constructiveldquoPreparing an outline of your reading may help you consolidate conceptsrdquo

Focused on personality traitsldquoYou are too competitiverdquo

Focused on behaviourperformanceldquoyour views are valuable I also think that it is important to hear the views from the rest of the team toordquo

Based on rumour hearsayldquoI was told that you were poor at performing examinationsrdquo

Based on personal observationldquoI can see that you are having problems with your calculationsrdquo

Model of Feedback

bull Feedback about the task

bull Feedback about processing the task

bull Feedback about self regulation

bull Feedback about the student as a person

Feedback Things to Consider

bull Timing When given amp how often

bull Amount How many points made length of point

bull Mode Oral Written VisualDemonstration

bull Audience Individual vs GroupClass

bull Focus On work process self-regulation personality

bull Comparison To criterion to norm to self

bull Function Descriptive and non-judgemental

bull Valence Positive or Negative

bull Clarity Clear to student (not self)

bull Specificity Not overly general or just small details

bull Tone What the student will hear

Brookheart

The responsibility of the Learner

bull Listen to it (rather than prepare your responsedefence)

bull Ask for it to be repeated if you did not hear it clearly

bull Assume it is constructive until proven otherwise then consider and use those elements that are constructive

bull Pause and think before responding

bull Ask for clarification and examples if statements are unclear or unsupported

bull Accept it positively (for consideration) rather than dismissively (for self-protection)

bull Ask for suggestions of ways you might modify or change your behavior

bull Respect and thank the person giving feedback

Rules of Feedback

bull Base feedback on direct observationbull Describe what lsquoYoursquo saw It is difficult to base feedback on what someone else

reported and it lacks authenticity

bull Begin session with self assessmentbull Most students are more self critical than we would be based on their own

lsquonovicersquo understanding of performance

Feedback and Literature

bull Feedback has been demonstrated to reinforce or modify behaviourbull Positive feedback can reinforce good practices (Thorndike 1931)

bull Negative feedback can cause problems with motivation (Kluger amp DeNisi 1996)

bull Feedback enhances clinical performance (Veloski et al 2006)

bull If done well feedback is a very effective tool to assist learning

Barriers to Feedback (Krackov 2009)

Time and Placebull Shortage of time no place to give feedback

Knowledge basebull Unclear about purpose of feedback lack of performance data

Abilitybull No training in giving or receiving feedback

Affective factorsbull Poor rapport worries about the effect of negative feedback

Different expectationsbull Different perceptions between learner and teacher

Culture bull A culture that values feedback as a two way dialogue is essential

Types of Feedback

bull Ongoing feedback (informal)bull Frequent

bull Immediate often unplannedspontaneous

bull Mid-course feedback (Formal)bull Scheduled in advance planned

bull Teachers observations over time

bull End of course feedback (formal)

Three Methods For Feedback

bull Multiple methods exist for providing feedback

bull No right way for everyone and every situation

bull Mixtures of the elements of the methods can help to develop a rich feedback session

The Feedback Sandwich

bull Providing reinforcing and corrective feedback together

ldquoKiss Kick Kissrdquo

bull Sandwich corrective feedback between reinforcing feedback

bull Power balance favours the teacher

bull Passive for the learner

bull Try to avoid reinforcing the corrective statements by cuing it with words like ldquoButrdquo or ldquohoweverrdquo

The Feedback Sandwich

bull Reinforcing ldquoI like the way that you systematically examined Mr Smithrsquos abdomen using the

flat of your handrdquo

bull CorrectiveldquoI noticed that you did not look at Mr Smithrsquos face as you palpated to check

whether you were causing him any discomfortrdquo

bull ReinforcingldquoYou finished by summarising your findings accurately and succinctly well

donerdquo

Pendleton Model

bull A structured approach to establishing a conversation about performance

bull Evolution of the feedback sandwichbull Teachers comments are preceded by learners observations

bull Four step approach

bull Works best when in a one to one situation with the learner to discuss after the event

Pendletonrsquos rules

bull Check the learner wants and is ready for feedback

bull Let the learner give commentsbackground to the material that is being assessed

1 The learner states what was done well

2 The observer(s) state what was done well

3 The learner states what could be improved

4 The observer(s) state how it could be improved

bull An action plan for improvement is made

Reflective Feedback Conversation

bull Encourage learners to reflect on actionsbull Less structured than previous models

bull Similar to Calgary Cambridge communication skills model

bull Focuses on essential goals of feedbackbull Encourage learners to reflect on their actions and to motivate subsequent

improvement in performance

Reflective Feedback

Teacher ldquoLetrsquos review the surgery Is there anything you have concerns about that perhaps didnrsquot go as well as you had hopedrdquo

Learner ldquoI wasnrsquot happy with tumour resection I found it very hard to prize it off the posterior wall of the bladder and it bled a lotrdquo

Teacher ldquoIt was clearly difficult for you to create a plane of cleavage between the tumour and the bladder wall I find this difficult toordquo

Teacher ldquoIs there anything you can think of that might work better make it easier or improve it for next timerdquo

Learner ldquoWell I was a bit anxious and perhaps because of that I was rushing and working too quicklyrdquo

Teacher ldquoYes thatrsquos a good point I would encourage you to slow down at times like these and that allows you to be even more delicate in your approach Another suggestion is to use a blunt dissection technique rather than a scissors dissection Does that make sense to yourdquo

FeedbackTask

The Matrix - Coin and Card Trick

bull Learn the trick and receive feedback

bull Watch the ldquoYou Tube video tutorialrdquo

bull httpwwwyoutubecomwatchv=dW-tnkmEdtcampfeature=channelamplist=UL

bull Select a method to provide feedback

bull Swap over with partner and try another feedback method

What is lsquoeffectiversquo feedback

bull Marks vs Commentsbull Learners will look at feedback in this order

1 PassFail

2 Grade

3 Commentsbull What was weak

bull What was strong

bull Depending on timing and quality of feedback

bull Agreement of student view of feedback often depends on alignment with own view

Feedback Timing

bull Important for students to receive feedback whilst still focused on the task and when there is still time to do something about it

Good Timing Poor Timing

Returning a test the next day Two weeks after test

Immediate oral response to misconceptions

Ignoring errors or misconceptions

Going over things when module is over No opportunity to improve performance

Quality of Feedback

Ineffective feedback High quality feedback

Vague not descriptive may include sweeping generalisationsldquoYou did wellrdquo

Specific descriptiveldquoYou took time with the patients and explored their issues and expectations wellrdquo

Unnecessarily harshFocuses on negativeldquoYou canrsquot prioritise can yourdquo

Fair even-handed constructiveldquoPreparing an outline of your reading may help you consolidate conceptsrdquo

Focused on personality traitsldquoYou are too competitiverdquo

Focused on behaviourperformanceldquoyour views are valuable I also think that it is important to hear the views from the rest of the team toordquo

Based on rumour hearsayldquoI was told that you were poor at performing examinationsrdquo

Based on personal observationldquoI can see that you are having problems with your calculationsrdquo

Model of Feedback

bull Feedback about the task

bull Feedback about processing the task

bull Feedback about self regulation

bull Feedback about the student as a person

Feedback Things to Consider

bull Timing When given amp how often

bull Amount How many points made length of point

bull Mode Oral Written VisualDemonstration

bull Audience Individual vs GroupClass

bull Focus On work process self-regulation personality

bull Comparison To criterion to norm to self

bull Function Descriptive and non-judgemental

bull Valence Positive or Negative

bull Clarity Clear to student (not self)

bull Specificity Not overly general or just small details

bull Tone What the student will hear

Brookheart

The responsibility of the Learner

bull Listen to it (rather than prepare your responsedefence)

bull Ask for it to be repeated if you did not hear it clearly

bull Assume it is constructive until proven otherwise then consider and use those elements that are constructive

bull Pause and think before responding

bull Ask for clarification and examples if statements are unclear or unsupported

bull Accept it positively (for consideration) rather than dismissively (for self-protection)

bull Ask for suggestions of ways you might modify or change your behavior

bull Respect and thank the person giving feedback

Rules of Feedback

bull Base feedback on direct observationbull Describe what lsquoYoursquo saw It is difficult to base feedback on what someone else

reported and it lacks authenticity

bull Begin session with self assessmentbull Most students are more self critical than we would be based on their own

lsquonovicersquo understanding of performance

Feedback and Literature

bull Feedback has been demonstrated to reinforce or modify behaviourbull Positive feedback can reinforce good practices (Thorndike 1931)

bull Negative feedback can cause problems with motivation (Kluger amp DeNisi 1996)

bull Feedback enhances clinical performance (Veloski et al 2006)

bull If done well feedback is a very effective tool to assist learning

Barriers to Feedback (Krackov 2009)

Time and Placebull Shortage of time no place to give feedback

Knowledge basebull Unclear about purpose of feedback lack of performance data

Abilitybull No training in giving or receiving feedback

Affective factorsbull Poor rapport worries about the effect of negative feedback

Different expectationsbull Different perceptions between learner and teacher

Culture bull A culture that values feedback as a two way dialogue is essential

Types of Feedback

bull Ongoing feedback (informal)bull Frequent

bull Immediate often unplannedspontaneous

bull Mid-course feedback (Formal)bull Scheduled in advance planned

bull Teachers observations over time

bull End of course feedback (formal)

Three Methods For Feedback

bull Multiple methods exist for providing feedback

bull No right way for everyone and every situation

bull Mixtures of the elements of the methods can help to develop a rich feedback session

The Feedback Sandwich

bull Providing reinforcing and corrective feedback together

ldquoKiss Kick Kissrdquo

bull Sandwich corrective feedback between reinforcing feedback

bull Power balance favours the teacher

bull Passive for the learner

bull Try to avoid reinforcing the corrective statements by cuing it with words like ldquoButrdquo or ldquohoweverrdquo

The Feedback Sandwich

bull Reinforcing ldquoI like the way that you systematically examined Mr Smithrsquos abdomen using the

flat of your handrdquo

bull CorrectiveldquoI noticed that you did not look at Mr Smithrsquos face as you palpated to check

whether you were causing him any discomfortrdquo

bull ReinforcingldquoYou finished by summarising your findings accurately and succinctly well

donerdquo

Pendleton Model

bull A structured approach to establishing a conversation about performance

bull Evolution of the feedback sandwichbull Teachers comments are preceded by learners observations

bull Four step approach

bull Works best when in a one to one situation with the learner to discuss after the event

Pendletonrsquos rules

bull Check the learner wants and is ready for feedback

bull Let the learner give commentsbackground to the material that is being assessed

1 The learner states what was done well

2 The observer(s) state what was done well

3 The learner states what could be improved

4 The observer(s) state how it could be improved

bull An action plan for improvement is made

Reflective Feedback Conversation

bull Encourage learners to reflect on actionsbull Less structured than previous models

bull Similar to Calgary Cambridge communication skills model

bull Focuses on essential goals of feedbackbull Encourage learners to reflect on their actions and to motivate subsequent

improvement in performance

Reflective Feedback

Teacher ldquoLetrsquos review the surgery Is there anything you have concerns about that perhaps didnrsquot go as well as you had hopedrdquo

Learner ldquoI wasnrsquot happy with tumour resection I found it very hard to prize it off the posterior wall of the bladder and it bled a lotrdquo

Teacher ldquoIt was clearly difficult for you to create a plane of cleavage between the tumour and the bladder wall I find this difficult toordquo

Teacher ldquoIs there anything you can think of that might work better make it easier or improve it for next timerdquo

Learner ldquoWell I was a bit anxious and perhaps because of that I was rushing and working too quicklyrdquo

Teacher ldquoYes thatrsquos a good point I would encourage you to slow down at times like these and that allows you to be even more delicate in your approach Another suggestion is to use a blunt dissection technique rather than a scissors dissection Does that make sense to yourdquo

FeedbackTask

The Matrix - Coin and Card Trick

bull Learn the trick and receive feedback

bull Watch the ldquoYou Tube video tutorialrdquo

bull httpwwwyoutubecomwatchv=dW-tnkmEdtcampfeature=channelamplist=UL

bull Select a method to provide feedback

bull Swap over with partner and try another feedback method

Feedback Timing

bull Important for students to receive feedback whilst still focused on the task and when there is still time to do something about it

Good Timing Poor Timing

Returning a test the next day Two weeks after test

Immediate oral response to misconceptions

Ignoring errors or misconceptions

Going over things when module is over No opportunity to improve performance

Quality of Feedback

Ineffective feedback High quality feedback

Vague not descriptive may include sweeping generalisationsldquoYou did wellrdquo

Specific descriptiveldquoYou took time with the patients and explored their issues and expectations wellrdquo

Unnecessarily harshFocuses on negativeldquoYou canrsquot prioritise can yourdquo

Fair even-handed constructiveldquoPreparing an outline of your reading may help you consolidate conceptsrdquo

Focused on personality traitsldquoYou are too competitiverdquo

Focused on behaviourperformanceldquoyour views are valuable I also think that it is important to hear the views from the rest of the team toordquo

Based on rumour hearsayldquoI was told that you were poor at performing examinationsrdquo

Based on personal observationldquoI can see that you are having problems with your calculationsrdquo

Model of Feedback

bull Feedback about the task

bull Feedback about processing the task

bull Feedback about self regulation

bull Feedback about the student as a person

Feedback Things to Consider

bull Timing When given amp how often

bull Amount How many points made length of point

bull Mode Oral Written VisualDemonstration

bull Audience Individual vs GroupClass

bull Focus On work process self-regulation personality

bull Comparison To criterion to norm to self

bull Function Descriptive and non-judgemental

bull Valence Positive or Negative

bull Clarity Clear to student (not self)

bull Specificity Not overly general or just small details

bull Tone What the student will hear

Brookheart

The responsibility of the Learner

bull Listen to it (rather than prepare your responsedefence)

bull Ask for it to be repeated if you did not hear it clearly

bull Assume it is constructive until proven otherwise then consider and use those elements that are constructive

bull Pause and think before responding

bull Ask for clarification and examples if statements are unclear or unsupported

bull Accept it positively (for consideration) rather than dismissively (for self-protection)

bull Ask for suggestions of ways you might modify or change your behavior

bull Respect and thank the person giving feedback

Rules of Feedback

bull Base feedback on direct observationbull Describe what lsquoYoursquo saw It is difficult to base feedback on what someone else

reported and it lacks authenticity

bull Begin session with self assessmentbull Most students are more self critical than we would be based on their own

lsquonovicersquo understanding of performance

Feedback and Literature

bull Feedback has been demonstrated to reinforce or modify behaviourbull Positive feedback can reinforce good practices (Thorndike 1931)

bull Negative feedback can cause problems with motivation (Kluger amp DeNisi 1996)

bull Feedback enhances clinical performance (Veloski et al 2006)

bull If done well feedback is a very effective tool to assist learning

Barriers to Feedback (Krackov 2009)

Time and Placebull Shortage of time no place to give feedback

Knowledge basebull Unclear about purpose of feedback lack of performance data

Abilitybull No training in giving or receiving feedback

Affective factorsbull Poor rapport worries about the effect of negative feedback

Different expectationsbull Different perceptions between learner and teacher

Culture bull A culture that values feedback as a two way dialogue is essential

Types of Feedback

bull Ongoing feedback (informal)bull Frequent

bull Immediate often unplannedspontaneous

bull Mid-course feedback (Formal)bull Scheduled in advance planned

bull Teachers observations over time

bull End of course feedback (formal)

Three Methods For Feedback

bull Multiple methods exist for providing feedback

bull No right way for everyone and every situation

bull Mixtures of the elements of the methods can help to develop a rich feedback session

The Feedback Sandwich

bull Providing reinforcing and corrective feedback together

ldquoKiss Kick Kissrdquo

bull Sandwich corrective feedback between reinforcing feedback

bull Power balance favours the teacher

bull Passive for the learner

bull Try to avoid reinforcing the corrective statements by cuing it with words like ldquoButrdquo or ldquohoweverrdquo

The Feedback Sandwich

bull Reinforcing ldquoI like the way that you systematically examined Mr Smithrsquos abdomen using the

flat of your handrdquo

bull CorrectiveldquoI noticed that you did not look at Mr Smithrsquos face as you palpated to check

whether you were causing him any discomfortrdquo

bull ReinforcingldquoYou finished by summarising your findings accurately and succinctly well

donerdquo

Pendleton Model

bull A structured approach to establishing a conversation about performance

bull Evolution of the feedback sandwichbull Teachers comments are preceded by learners observations

bull Four step approach

bull Works best when in a one to one situation with the learner to discuss after the event

Pendletonrsquos rules

bull Check the learner wants and is ready for feedback

bull Let the learner give commentsbackground to the material that is being assessed

1 The learner states what was done well

2 The observer(s) state what was done well

3 The learner states what could be improved

4 The observer(s) state how it could be improved

bull An action plan for improvement is made

Reflective Feedback Conversation

bull Encourage learners to reflect on actionsbull Less structured than previous models

bull Similar to Calgary Cambridge communication skills model

bull Focuses on essential goals of feedbackbull Encourage learners to reflect on their actions and to motivate subsequent

improvement in performance

Reflective Feedback

Teacher ldquoLetrsquos review the surgery Is there anything you have concerns about that perhaps didnrsquot go as well as you had hopedrdquo

Learner ldquoI wasnrsquot happy with tumour resection I found it very hard to prize it off the posterior wall of the bladder and it bled a lotrdquo

Teacher ldquoIt was clearly difficult for you to create a plane of cleavage between the tumour and the bladder wall I find this difficult toordquo

Teacher ldquoIs there anything you can think of that might work better make it easier or improve it for next timerdquo

Learner ldquoWell I was a bit anxious and perhaps because of that I was rushing and working too quicklyrdquo

Teacher ldquoYes thatrsquos a good point I would encourage you to slow down at times like these and that allows you to be even more delicate in your approach Another suggestion is to use a blunt dissection technique rather than a scissors dissection Does that make sense to yourdquo

FeedbackTask

The Matrix - Coin and Card Trick

bull Learn the trick and receive feedback

bull Watch the ldquoYou Tube video tutorialrdquo

bull httpwwwyoutubecomwatchv=dW-tnkmEdtcampfeature=channelamplist=UL

bull Select a method to provide feedback

bull Swap over with partner and try another feedback method

Quality of Feedback

Ineffective feedback High quality feedback

Vague not descriptive may include sweeping generalisationsldquoYou did wellrdquo

Specific descriptiveldquoYou took time with the patients and explored their issues and expectations wellrdquo

Unnecessarily harshFocuses on negativeldquoYou canrsquot prioritise can yourdquo

Fair even-handed constructiveldquoPreparing an outline of your reading may help you consolidate conceptsrdquo

Focused on personality traitsldquoYou are too competitiverdquo

Focused on behaviourperformanceldquoyour views are valuable I also think that it is important to hear the views from the rest of the team toordquo

Based on rumour hearsayldquoI was told that you were poor at performing examinationsrdquo

Based on personal observationldquoI can see that you are having problems with your calculationsrdquo

Model of Feedback

bull Feedback about the task

bull Feedback about processing the task

bull Feedback about self regulation

bull Feedback about the student as a person

Feedback Things to Consider

bull Timing When given amp how often

bull Amount How many points made length of point

bull Mode Oral Written VisualDemonstration

bull Audience Individual vs GroupClass

bull Focus On work process self-regulation personality

bull Comparison To criterion to norm to self

bull Function Descriptive and non-judgemental

bull Valence Positive or Negative

bull Clarity Clear to student (not self)

bull Specificity Not overly general or just small details

bull Tone What the student will hear

Brookheart

The responsibility of the Learner

bull Listen to it (rather than prepare your responsedefence)

bull Ask for it to be repeated if you did not hear it clearly

bull Assume it is constructive until proven otherwise then consider and use those elements that are constructive

bull Pause and think before responding

bull Ask for clarification and examples if statements are unclear or unsupported

bull Accept it positively (for consideration) rather than dismissively (for self-protection)

bull Ask for suggestions of ways you might modify or change your behavior

bull Respect and thank the person giving feedback

Rules of Feedback

bull Base feedback on direct observationbull Describe what lsquoYoursquo saw It is difficult to base feedback on what someone else

reported and it lacks authenticity

bull Begin session with self assessmentbull Most students are more self critical than we would be based on their own

lsquonovicersquo understanding of performance

Feedback and Literature

bull Feedback has been demonstrated to reinforce or modify behaviourbull Positive feedback can reinforce good practices (Thorndike 1931)

bull Negative feedback can cause problems with motivation (Kluger amp DeNisi 1996)

bull Feedback enhances clinical performance (Veloski et al 2006)

bull If done well feedback is a very effective tool to assist learning

Barriers to Feedback (Krackov 2009)

Time and Placebull Shortage of time no place to give feedback

Knowledge basebull Unclear about purpose of feedback lack of performance data

Abilitybull No training in giving or receiving feedback

Affective factorsbull Poor rapport worries about the effect of negative feedback

Different expectationsbull Different perceptions between learner and teacher

Culture bull A culture that values feedback as a two way dialogue is essential

Types of Feedback

bull Ongoing feedback (informal)bull Frequent

bull Immediate often unplannedspontaneous

bull Mid-course feedback (Formal)bull Scheduled in advance planned

bull Teachers observations over time

bull End of course feedback (formal)

Three Methods For Feedback

bull Multiple methods exist for providing feedback

bull No right way for everyone and every situation

bull Mixtures of the elements of the methods can help to develop a rich feedback session

The Feedback Sandwich

bull Providing reinforcing and corrective feedback together

ldquoKiss Kick Kissrdquo

bull Sandwich corrective feedback between reinforcing feedback

bull Power balance favours the teacher

bull Passive for the learner

bull Try to avoid reinforcing the corrective statements by cuing it with words like ldquoButrdquo or ldquohoweverrdquo

The Feedback Sandwich

bull Reinforcing ldquoI like the way that you systematically examined Mr Smithrsquos abdomen using the

flat of your handrdquo

bull CorrectiveldquoI noticed that you did not look at Mr Smithrsquos face as you palpated to check

whether you were causing him any discomfortrdquo

bull ReinforcingldquoYou finished by summarising your findings accurately and succinctly well

donerdquo

Pendleton Model

bull A structured approach to establishing a conversation about performance

bull Evolution of the feedback sandwichbull Teachers comments are preceded by learners observations

bull Four step approach

bull Works best when in a one to one situation with the learner to discuss after the event

Pendletonrsquos rules

bull Check the learner wants and is ready for feedback

bull Let the learner give commentsbackground to the material that is being assessed

1 The learner states what was done well

2 The observer(s) state what was done well

3 The learner states what could be improved

4 The observer(s) state how it could be improved

bull An action plan for improvement is made

Reflective Feedback Conversation

bull Encourage learners to reflect on actionsbull Less structured than previous models

bull Similar to Calgary Cambridge communication skills model

bull Focuses on essential goals of feedbackbull Encourage learners to reflect on their actions and to motivate subsequent

improvement in performance

Reflective Feedback

Teacher ldquoLetrsquos review the surgery Is there anything you have concerns about that perhaps didnrsquot go as well as you had hopedrdquo

Learner ldquoI wasnrsquot happy with tumour resection I found it very hard to prize it off the posterior wall of the bladder and it bled a lotrdquo

Teacher ldquoIt was clearly difficult for you to create a plane of cleavage between the tumour and the bladder wall I find this difficult toordquo

Teacher ldquoIs there anything you can think of that might work better make it easier or improve it for next timerdquo

Learner ldquoWell I was a bit anxious and perhaps because of that I was rushing and working too quicklyrdquo

Teacher ldquoYes thatrsquos a good point I would encourage you to slow down at times like these and that allows you to be even more delicate in your approach Another suggestion is to use a blunt dissection technique rather than a scissors dissection Does that make sense to yourdquo

FeedbackTask

The Matrix - Coin and Card Trick

bull Learn the trick and receive feedback

bull Watch the ldquoYou Tube video tutorialrdquo

bull httpwwwyoutubecomwatchv=dW-tnkmEdtcampfeature=channelamplist=UL

bull Select a method to provide feedback

bull Swap over with partner and try another feedback method

Model of Feedback

bull Feedback about the task

bull Feedback about processing the task

bull Feedback about self regulation

bull Feedback about the student as a person

Feedback Things to Consider

bull Timing When given amp how often

bull Amount How many points made length of point

bull Mode Oral Written VisualDemonstration

bull Audience Individual vs GroupClass

bull Focus On work process self-regulation personality

bull Comparison To criterion to norm to self

bull Function Descriptive and non-judgemental

bull Valence Positive or Negative

bull Clarity Clear to student (not self)

bull Specificity Not overly general or just small details

bull Tone What the student will hear

Brookheart

The responsibility of the Learner

bull Listen to it (rather than prepare your responsedefence)

bull Ask for it to be repeated if you did not hear it clearly

bull Assume it is constructive until proven otherwise then consider and use those elements that are constructive

bull Pause and think before responding

bull Ask for clarification and examples if statements are unclear or unsupported

bull Accept it positively (for consideration) rather than dismissively (for self-protection)

bull Ask for suggestions of ways you might modify or change your behavior

bull Respect and thank the person giving feedback

Rules of Feedback

bull Base feedback on direct observationbull Describe what lsquoYoursquo saw It is difficult to base feedback on what someone else

reported and it lacks authenticity

bull Begin session with self assessmentbull Most students are more self critical than we would be based on their own

lsquonovicersquo understanding of performance

Feedback and Literature

bull Feedback has been demonstrated to reinforce or modify behaviourbull Positive feedback can reinforce good practices (Thorndike 1931)

bull Negative feedback can cause problems with motivation (Kluger amp DeNisi 1996)

bull Feedback enhances clinical performance (Veloski et al 2006)

bull If done well feedback is a very effective tool to assist learning

Barriers to Feedback (Krackov 2009)

Time and Placebull Shortage of time no place to give feedback

Knowledge basebull Unclear about purpose of feedback lack of performance data

Abilitybull No training in giving or receiving feedback

Affective factorsbull Poor rapport worries about the effect of negative feedback

Different expectationsbull Different perceptions between learner and teacher

Culture bull A culture that values feedback as a two way dialogue is essential

Types of Feedback

bull Ongoing feedback (informal)bull Frequent

bull Immediate often unplannedspontaneous

bull Mid-course feedback (Formal)bull Scheduled in advance planned

bull Teachers observations over time

bull End of course feedback (formal)

Three Methods For Feedback

bull Multiple methods exist for providing feedback

bull No right way for everyone and every situation

bull Mixtures of the elements of the methods can help to develop a rich feedback session

The Feedback Sandwich

bull Providing reinforcing and corrective feedback together

ldquoKiss Kick Kissrdquo

bull Sandwich corrective feedback between reinforcing feedback

bull Power balance favours the teacher

bull Passive for the learner

bull Try to avoid reinforcing the corrective statements by cuing it with words like ldquoButrdquo or ldquohoweverrdquo

The Feedback Sandwich

bull Reinforcing ldquoI like the way that you systematically examined Mr Smithrsquos abdomen using the

flat of your handrdquo

bull CorrectiveldquoI noticed that you did not look at Mr Smithrsquos face as you palpated to check

whether you were causing him any discomfortrdquo

bull ReinforcingldquoYou finished by summarising your findings accurately and succinctly well

donerdquo

Pendleton Model

bull A structured approach to establishing a conversation about performance

bull Evolution of the feedback sandwichbull Teachers comments are preceded by learners observations

bull Four step approach

bull Works best when in a one to one situation with the learner to discuss after the event

Pendletonrsquos rules

bull Check the learner wants and is ready for feedback

bull Let the learner give commentsbackground to the material that is being assessed

1 The learner states what was done well

2 The observer(s) state what was done well

3 The learner states what could be improved

4 The observer(s) state how it could be improved

bull An action plan for improvement is made

Reflective Feedback Conversation

bull Encourage learners to reflect on actionsbull Less structured than previous models

bull Similar to Calgary Cambridge communication skills model

bull Focuses on essential goals of feedbackbull Encourage learners to reflect on their actions and to motivate subsequent

improvement in performance

Reflective Feedback

Teacher ldquoLetrsquos review the surgery Is there anything you have concerns about that perhaps didnrsquot go as well as you had hopedrdquo

Learner ldquoI wasnrsquot happy with tumour resection I found it very hard to prize it off the posterior wall of the bladder and it bled a lotrdquo

Teacher ldquoIt was clearly difficult for you to create a plane of cleavage between the tumour and the bladder wall I find this difficult toordquo

Teacher ldquoIs there anything you can think of that might work better make it easier or improve it for next timerdquo

Learner ldquoWell I was a bit anxious and perhaps because of that I was rushing and working too quicklyrdquo

Teacher ldquoYes thatrsquos a good point I would encourage you to slow down at times like these and that allows you to be even more delicate in your approach Another suggestion is to use a blunt dissection technique rather than a scissors dissection Does that make sense to yourdquo

FeedbackTask

The Matrix - Coin and Card Trick

bull Learn the trick and receive feedback

bull Watch the ldquoYou Tube video tutorialrdquo

bull httpwwwyoutubecomwatchv=dW-tnkmEdtcampfeature=channelamplist=UL

bull Select a method to provide feedback

bull Swap over with partner and try another feedback method

Feedback Things to Consider

bull Timing When given amp how often

bull Amount How many points made length of point

bull Mode Oral Written VisualDemonstration

bull Audience Individual vs GroupClass

bull Focus On work process self-regulation personality

bull Comparison To criterion to norm to self

bull Function Descriptive and non-judgemental

bull Valence Positive or Negative

bull Clarity Clear to student (not self)

bull Specificity Not overly general or just small details

bull Tone What the student will hear

Brookheart

The responsibility of the Learner

bull Listen to it (rather than prepare your responsedefence)

bull Ask for it to be repeated if you did not hear it clearly

bull Assume it is constructive until proven otherwise then consider and use those elements that are constructive

bull Pause and think before responding

bull Ask for clarification and examples if statements are unclear or unsupported

bull Accept it positively (for consideration) rather than dismissively (for self-protection)

bull Ask for suggestions of ways you might modify or change your behavior

bull Respect and thank the person giving feedback

Rules of Feedback

bull Base feedback on direct observationbull Describe what lsquoYoursquo saw It is difficult to base feedback on what someone else

reported and it lacks authenticity

bull Begin session with self assessmentbull Most students are more self critical than we would be based on their own

lsquonovicersquo understanding of performance

Feedback and Literature

bull Feedback has been demonstrated to reinforce or modify behaviourbull Positive feedback can reinforce good practices (Thorndike 1931)

bull Negative feedback can cause problems with motivation (Kluger amp DeNisi 1996)

bull Feedback enhances clinical performance (Veloski et al 2006)

bull If done well feedback is a very effective tool to assist learning

Barriers to Feedback (Krackov 2009)

Time and Placebull Shortage of time no place to give feedback

Knowledge basebull Unclear about purpose of feedback lack of performance data

Abilitybull No training in giving or receiving feedback

Affective factorsbull Poor rapport worries about the effect of negative feedback

Different expectationsbull Different perceptions between learner and teacher

Culture bull A culture that values feedback as a two way dialogue is essential

Types of Feedback

bull Ongoing feedback (informal)bull Frequent

bull Immediate often unplannedspontaneous

bull Mid-course feedback (Formal)bull Scheduled in advance planned

bull Teachers observations over time

bull End of course feedback (formal)

Three Methods For Feedback

bull Multiple methods exist for providing feedback

bull No right way for everyone and every situation

bull Mixtures of the elements of the methods can help to develop a rich feedback session

The Feedback Sandwich

bull Providing reinforcing and corrective feedback together

ldquoKiss Kick Kissrdquo

bull Sandwich corrective feedback between reinforcing feedback

bull Power balance favours the teacher

bull Passive for the learner

bull Try to avoid reinforcing the corrective statements by cuing it with words like ldquoButrdquo or ldquohoweverrdquo

The Feedback Sandwich

bull Reinforcing ldquoI like the way that you systematically examined Mr Smithrsquos abdomen using the

flat of your handrdquo

bull CorrectiveldquoI noticed that you did not look at Mr Smithrsquos face as you palpated to check

whether you were causing him any discomfortrdquo

bull ReinforcingldquoYou finished by summarising your findings accurately and succinctly well

donerdquo

Pendleton Model

bull A structured approach to establishing a conversation about performance

bull Evolution of the feedback sandwichbull Teachers comments are preceded by learners observations

bull Four step approach

bull Works best when in a one to one situation with the learner to discuss after the event

Pendletonrsquos rules

bull Check the learner wants and is ready for feedback

bull Let the learner give commentsbackground to the material that is being assessed

1 The learner states what was done well

2 The observer(s) state what was done well

3 The learner states what could be improved

4 The observer(s) state how it could be improved

bull An action plan for improvement is made

Reflective Feedback Conversation

bull Encourage learners to reflect on actionsbull Less structured than previous models

bull Similar to Calgary Cambridge communication skills model

bull Focuses on essential goals of feedbackbull Encourage learners to reflect on their actions and to motivate subsequent

improvement in performance

Reflective Feedback

Teacher ldquoLetrsquos review the surgery Is there anything you have concerns about that perhaps didnrsquot go as well as you had hopedrdquo

Learner ldquoI wasnrsquot happy with tumour resection I found it very hard to prize it off the posterior wall of the bladder and it bled a lotrdquo

Teacher ldquoIt was clearly difficult for you to create a plane of cleavage between the tumour and the bladder wall I find this difficult toordquo

Teacher ldquoIs there anything you can think of that might work better make it easier or improve it for next timerdquo

Learner ldquoWell I was a bit anxious and perhaps because of that I was rushing and working too quicklyrdquo

Teacher ldquoYes thatrsquos a good point I would encourage you to slow down at times like these and that allows you to be even more delicate in your approach Another suggestion is to use a blunt dissection technique rather than a scissors dissection Does that make sense to yourdquo

FeedbackTask

The Matrix - Coin and Card Trick

bull Learn the trick and receive feedback

bull Watch the ldquoYou Tube video tutorialrdquo

bull httpwwwyoutubecomwatchv=dW-tnkmEdtcampfeature=channelamplist=UL

bull Select a method to provide feedback

bull Swap over with partner and try another feedback method

The responsibility of the Learner

bull Listen to it (rather than prepare your responsedefence)

bull Ask for it to be repeated if you did not hear it clearly

bull Assume it is constructive until proven otherwise then consider and use those elements that are constructive

bull Pause and think before responding

bull Ask for clarification and examples if statements are unclear or unsupported

bull Accept it positively (for consideration) rather than dismissively (for self-protection)

bull Ask for suggestions of ways you might modify or change your behavior

bull Respect and thank the person giving feedback

Rules of Feedback

bull Base feedback on direct observationbull Describe what lsquoYoursquo saw It is difficult to base feedback on what someone else

reported and it lacks authenticity

bull Begin session with self assessmentbull Most students are more self critical than we would be based on their own

lsquonovicersquo understanding of performance

Feedback and Literature

bull Feedback has been demonstrated to reinforce or modify behaviourbull Positive feedback can reinforce good practices (Thorndike 1931)

bull Negative feedback can cause problems with motivation (Kluger amp DeNisi 1996)

bull Feedback enhances clinical performance (Veloski et al 2006)

bull If done well feedback is a very effective tool to assist learning

Barriers to Feedback (Krackov 2009)

Time and Placebull Shortage of time no place to give feedback

Knowledge basebull Unclear about purpose of feedback lack of performance data

Abilitybull No training in giving or receiving feedback

Affective factorsbull Poor rapport worries about the effect of negative feedback

Different expectationsbull Different perceptions between learner and teacher

Culture bull A culture that values feedback as a two way dialogue is essential

Types of Feedback

bull Ongoing feedback (informal)bull Frequent

bull Immediate often unplannedspontaneous

bull Mid-course feedback (Formal)bull Scheduled in advance planned

bull Teachers observations over time

bull End of course feedback (formal)

Three Methods For Feedback

bull Multiple methods exist for providing feedback

bull No right way for everyone and every situation

bull Mixtures of the elements of the methods can help to develop a rich feedback session

The Feedback Sandwich

bull Providing reinforcing and corrective feedback together

ldquoKiss Kick Kissrdquo

bull Sandwich corrective feedback between reinforcing feedback

bull Power balance favours the teacher

bull Passive for the learner

bull Try to avoid reinforcing the corrective statements by cuing it with words like ldquoButrdquo or ldquohoweverrdquo

The Feedback Sandwich

bull Reinforcing ldquoI like the way that you systematically examined Mr Smithrsquos abdomen using the

flat of your handrdquo

bull CorrectiveldquoI noticed that you did not look at Mr Smithrsquos face as you palpated to check

whether you were causing him any discomfortrdquo

bull ReinforcingldquoYou finished by summarising your findings accurately and succinctly well

donerdquo

Pendleton Model

bull A structured approach to establishing a conversation about performance

bull Evolution of the feedback sandwichbull Teachers comments are preceded by learners observations

bull Four step approach

bull Works best when in a one to one situation with the learner to discuss after the event

Pendletonrsquos rules

bull Check the learner wants and is ready for feedback

bull Let the learner give commentsbackground to the material that is being assessed

1 The learner states what was done well

2 The observer(s) state what was done well

3 The learner states what could be improved

4 The observer(s) state how it could be improved

bull An action plan for improvement is made

Reflective Feedback Conversation

bull Encourage learners to reflect on actionsbull Less structured than previous models

bull Similar to Calgary Cambridge communication skills model

bull Focuses on essential goals of feedbackbull Encourage learners to reflect on their actions and to motivate subsequent

improvement in performance

Reflective Feedback

Teacher ldquoLetrsquos review the surgery Is there anything you have concerns about that perhaps didnrsquot go as well as you had hopedrdquo

Learner ldquoI wasnrsquot happy with tumour resection I found it very hard to prize it off the posterior wall of the bladder and it bled a lotrdquo

Teacher ldquoIt was clearly difficult for you to create a plane of cleavage between the tumour and the bladder wall I find this difficult toordquo

Teacher ldquoIs there anything you can think of that might work better make it easier or improve it for next timerdquo

Learner ldquoWell I was a bit anxious and perhaps because of that I was rushing and working too quicklyrdquo

Teacher ldquoYes thatrsquos a good point I would encourage you to slow down at times like these and that allows you to be even more delicate in your approach Another suggestion is to use a blunt dissection technique rather than a scissors dissection Does that make sense to yourdquo

FeedbackTask

The Matrix - Coin and Card Trick

bull Learn the trick and receive feedback

bull Watch the ldquoYou Tube video tutorialrdquo

bull httpwwwyoutubecomwatchv=dW-tnkmEdtcampfeature=channelamplist=UL

bull Select a method to provide feedback

bull Swap over with partner and try another feedback method

Rules of Feedback

bull Base feedback on direct observationbull Describe what lsquoYoursquo saw It is difficult to base feedback on what someone else

reported and it lacks authenticity

bull Begin session with self assessmentbull Most students are more self critical than we would be based on their own

lsquonovicersquo understanding of performance

Feedback and Literature

bull Feedback has been demonstrated to reinforce or modify behaviourbull Positive feedback can reinforce good practices (Thorndike 1931)

bull Negative feedback can cause problems with motivation (Kluger amp DeNisi 1996)

bull Feedback enhances clinical performance (Veloski et al 2006)

bull If done well feedback is a very effective tool to assist learning

Barriers to Feedback (Krackov 2009)

Time and Placebull Shortage of time no place to give feedback

Knowledge basebull Unclear about purpose of feedback lack of performance data

Abilitybull No training in giving or receiving feedback

Affective factorsbull Poor rapport worries about the effect of negative feedback

Different expectationsbull Different perceptions between learner and teacher

Culture bull A culture that values feedback as a two way dialogue is essential

Types of Feedback

bull Ongoing feedback (informal)bull Frequent

bull Immediate often unplannedspontaneous

bull Mid-course feedback (Formal)bull Scheduled in advance planned

bull Teachers observations over time

bull End of course feedback (formal)

Three Methods For Feedback

bull Multiple methods exist for providing feedback

bull No right way for everyone and every situation

bull Mixtures of the elements of the methods can help to develop a rich feedback session

The Feedback Sandwich

bull Providing reinforcing and corrective feedback together

ldquoKiss Kick Kissrdquo

bull Sandwich corrective feedback between reinforcing feedback

bull Power balance favours the teacher

bull Passive for the learner

bull Try to avoid reinforcing the corrective statements by cuing it with words like ldquoButrdquo or ldquohoweverrdquo

The Feedback Sandwich

bull Reinforcing ldquoI like the way that you systematically examined Mr Smithrsquos abdomen using the

flat of your handrdquo

bull CorrectiveldquoI noticed that you did not look at Mr Smithrsquos face as you palpated to check

whether you were causing him any discomfortrdquo

bull ReinforcingldquoYou finished by summarising your findings accurately and succinctly well

donerdquo

Pendleton Model

bull A structured approach to establishing a conversation about performance

bull Evolution of the feedback sandwichbull Teachers comments are preceded by learners observations

bull Four step approach

bull Works best when in a one to one situation with the learner to discuss after the event

Pendletonrsquos rules

bull Check the learner wants and is ready for feedback

bull Let the learner give commentsbackground to the material that is being assessed

1 The learner states what was done well

2 The observer(s) state what was done well

3 The learner states what could be improved

4 The observer(s) state how it could be improved

bull An action plan for improvement is made

Reflective Feedback Conversation

bull Encourage learners to reflect on actionsbull Less structured than previous models

bull Similar to Calgary Cambridge communication skills model

bull Focuses on essential goals of feedbackbull Encourage learners to reflect on their actions and to motivate subsequent

improvement in performance

Reflective Feedback

Teacher ldquoLetrsquos review the surgery Is there anything you have concerns about that perhaps didnrsquot go as well as you had hopedrdquo

Learner ldquoI wasnrsquot happy with tumour resection I found it very hard to prize it off the posterior wall of the bladder and it bled a lotrdquo

Teacher ldquoIt was clearly difficult for you to create a plane of cleavage between the tumour and the bladder wall I find this difficult toordquo

Teacher ldquoIs there anything you can think of that might work better make it easier or improve it for next timerdquo

Learner ldquoWell I was a bit anxious and perhaps because of that I was rushing and working too quicklyrdquo

Teacher ldquoYes thatrsquos a good point I would encourage you to slow down at times like these and that allows you to be even more delicate in your approach Another suggestion is to use a blunt dissection technique rather than a scissors dissection Does that make sense to yourdquo

FeedbackTask

The Matrix - Coin and Card Trick

bull Learn the trick and receive feedback

bull Watch the ldquoYou Tube video tutorialrdquo

bull httpwwwyoutubecomwatchv=dW-tnkmEdtcampfeature=channelamplist=UL

bull Select a method to provide feedback

bull Swap over with partner and try another feedback method

Feedback and Literature

bull Feedback has been demonstrated to reinforce or modify behaviourbull Positive feedback can reinforce good practices (Thorndike 1931)

bull Negative feedback can cause problems with motivation (Kluger amp DeNisi 1996)

bull Feedback enhances clinical performance (Veloski et al 2006)

bull If done well feedback is a very effective tool to assist learning

Barriers to Feedback (Krackov 2009)

Time and Placebull Shortage of time no place to give feedback

Knowledge basebull Unclear about purpose of feedback lack of performance data

Abilitybull No training in giving or receiving feedback

Affective factorsbull Poor rapport worries about the effect of negative feedback

Different expectationsbull Different perceptions between learner and teacher

Culture bull A culture that values feedback as a two way dialogue is essential

Types of Feedback

bull Ongoing feedback (informal)bull Frequent

bull Immediate often unplannedspontaneous

bull Mid-course feedback (Formal)bull Scheduled in advance planned

bull Teachers observations over time

bull End of course feedback (formal)

Three Methods For Feedback

bull Multiple methods exist for providing feedback

bull No right way for everyone and every situation

bull Mixtures of the elements of the methods can help to develop a rich feedback session

The Feedback Sandwich

bull Providing reinforcing and corrective feedback together

ldquoKiss Kick Kissrdquo

bull Sandwich corrective feedback between reinforcing feedback

bull Power balance favours the teacher

bull Passive for the learner

bull Try to avoid reinforcing the corrective statements by cuing it with words like ldquoButrdquo or ldquohoweverrdquo

The Feedback Sandwich

bull Reinforcing ldquoI like the way that you systematically examined Mr Smithrsquos abdomen using the

flat of your handrdquo

bull CorrectiveldquoI noticed that you did not look at Mr Smithrsquos face as you palpated to check

whether you were causing him any discomfortrdquo

bull ReinforcingldquoYou finished by summarising your findings accurately and succinctly well

donerdquo

Pendleton Model

bull A structured approach to establishing a conversation about performance

bull Evolution of the feedback sandwichbull Teachers comments are preceded by learners observations

bull Four step approach

bull Works best when in a one to one situation with the learner to discuss after the event

Pendletonrsquos rules

bull Check the learner wants and is ready for feedback

bull Let the learner give commentsbackground to the material that is being assessed

1 The learner states what was done well

2 The observer(s) state what was done well

3 The learner states what could be improved

4 The observer(s) state how it could be improved

bull An action plan for improvement is made

Reflective Feedback Conversation

bull Encourage learners to reflect on actionsbull Less structured than previous models

bull Similar to Calgary Cambridge communication skills model

bull Focuses on essential goals of feedbackbull Encourage learners to reflect on their actions and to motivate subsequent

improvement in performance

Reflective Feedback

Teacher ldquoLetrsquos review the surgery Is there anything you have concerns about that perhaps didnrsquot go as well as you had hopedrdquo

Learner ldquoI wasnrsquot happy with tumour resection I found it very hard to prize it off the posterior wall of the bladder and it bled a lotrdquo

Teacher ldquoIt was clearly difficult for you to create a plane of cleavage between the tumour and the bladder wall I find this difficult toordquo

Teacher ldquoIs there anything you can think of that might work better make it easier or improve it for next timerdquo

Learner ldquoWell I was a bit anxious and perhaps because of that I was rushing and working too quicklyrdquo

Teacher ldquoYes thatrsquos a good point I would encourage you to slow down at times like these and that allows you to be even more delicate in your approach Another suggestion is to use a blunt dissection technique rather than a scissors dissection Does that make sense to yourdquo

FeedbackTask

The Matrix - Coin and Card Trick

bull Learn the trick and receive feedback

bull Watch the ldquoYou Tube video tutorialrdquo

bull httpwwwyoutubecomwatchv=dW-tnkmEdtcampfeature=channelamplist=UL

bull Select a method to provide feedback

bull Swap over with partner and try another feedback method

Barriers to Feedback (Krackov 2009)

Time and Placebull Shortage of time no place to give feedback

Knowledge basebull Unclear about purpose of feedback lack of performance data

Abilitybull No training in giving or receiving feedback

Affective factorsbull Poor rapport worries about the effect of negative feedback

Different expectationsbull Different perceptions between learner and teacher

Culture bull A culture that values feedback as a two way dialogue is essential

Types of Feedback

bull Ongoing feedback (informal)bull Frequent

bull Immediate often unplannedspontaneous

bull Mid-course feedback (Formal)bull Scheduled in advance planned

bull Teachers observations over time

bull End of course feedback (formal)

Three Methods For Feedback

bull Multiple methods exist for providing feedback

bull No right way for everyone and every situation

bull Mixtures of the elements of the methods can help to develop a rich feedback session

The Feedback Sandwich

bull Providing reinforcing and corrective feedback together

ldquoKiss Kick Kissrdquo

bull Sandwich corrective feedback between reinforcing feedback

bull Power balance favours the teacher

bull Passive for the learner

bull Try to avoid reinforcing the corrective statements by cuing it with words like ldquoButrdquo or ldquohoweverrdquo

The Feedback Sandwich

bull Reinforcing ldquoI like the way that you systematically examined Mr Smithrsquos abdomen using the

flat of your handrdquo

bull CorrectiveldquoI noticed that you did not look at Mr Smithrsquos face as you palpated to check

whether you were causing him any discomfortrdquo

bull ReinforcingldquoYou finished by summarising your findings accurately and succinctly well

donerdquo

Pendleton Model

bull A structured approach to establishing a conversation about performance

bull Evolution of the feedback sandwichbull Teachers comments are preceded by learners observations

bull Four step approach

bull Works best when in a one to one situation with the learner to discuss after the event

Pendletonrsquos rules

bull Check the learner wants and is ready for feedback

bull Let the learner give commentsbackground to the material that is being assessed

1 The learner states what was done well

2 The observer(s) state what was done well

3 The learner states what could be improved

4 The observer(s) state how it could be improved

bull An action plan for improvement is made

Reflective Feedback Conversation

bull Encourage learners to reflect on actionsbull Less structured than previous models

bull Similar to Calgary Cambridge communication skills model

bull Focuses on essential goals of feedbackbull Encourage learners to reflect on their actions and to motivate subsequent

improvement in performance

Reflective Feedback

Teacher ldquoLetrsquos review the surgery Is there anything you have concerns about that perhaps didnrsquot go as well as you had hopedrdquo

Learner ldquoI wasnrsquot happy with tumour resection I found it very hard to prize it off the posterior wall of the bladder and it bled a lotrdquo

Teacher ldquoIt was clearly difficult for you to create a plane of cleavage between the tumour and the bladder wall I find this difficult toordquo

Teacher ldquoIs there anything you can think of that might work better make it easier or improve it for next timerdquo

Learner ldquoWell I was a bit anxious and perhaps because of that I was rushing and working too quicklyrdquo

Teacher ldquoYes thatrsquos a good point I would encourage you to slow down at times like these and that allows you to be even more delicate in your approach Another suggestion is to use a blunt dissection technique rather than a scissors dissection Does that make sense to yourdquo

FeedbackTask

The Matrix - Coin and Card Trick

bull Learn the trick and receive feedback

bull Watch the ldquoYou Tube video tutorialrdquo

bull httpwwwyoutubecomwatchv=dW-tnkmEdtcampfeature=channelamplist=UL

bull Select a method to provide feedback

bull Swap over with partner and try another feedback method

Types of Feedback

bull Ongoing feedback (informal)bull Frequent

bull Immediate often unplannedspontaneous

bull Mid-course feedback (Formal)bull Scheduled in advance planned

bull Teachers observations over time

bull End of course feedback (formal)

Three Methods For Feedback

bull Multiple methods exist for providing feedback

bull No right way for everyone and every situation

bull Mixtures of the elements of the methods can help to develop a rich feedback session

The Feedback Sandwich

bull Providing reinforcing and corrective feedback together

ldquoKiss Kick Kissrdquo

bull Sandwich corrective feedback between reinforcing feedback

bull Power balance favours the teacher

bull Passive for the learner

bull Try to avoid reinforcing the corrective statements by cuing it with words like ldquoButrdquo or ldquohoweverrdquo

The Feedback Sandwich

bull Reinforcing ldquoI like the way that you systematically examined Mr Smithrsquos abdomen using the

flat of your handrdquo

bull CorrectiveldquoI noticed that you did not look at Mr Smithrsquos face as you palpated to check

whether you were causing him any discomfortrdquo

bull ReinforcingldquoYou finished by summarising your findings accurately and succinctly well

donerdquo

Pendleton Model

bull A structured approach to establishing a conversation about performance

bull Evolution of the feedback sandwichbull Teachers comments are preceded by learners observations

bull Four step approach

bull Works best when in a one to one situation with the learner to discuss after the event

Pendletonrsquos rules

bull Check the learner wants and is ready for feedback

bull Let the learner give commentsbackground to the material that is being assessed

1 The learner states what was done well

2 The observer(s) state what was done well

3 The learner states what could be improved

4 The observer(s) state how it could be improved

bull An action plan for improvement is made

Reflective Feedback Conversation

bull Encourage learners to reflect on actionsbull Less structured than previous models

bull Similar to Calgary Cambridge communication skills model

bull Focuses on essential goals of feedbackbull Encourage learners to reflect on their actions and to motivate subsequent

improvement in performance

Reflective Feedback

Teacher ldquoLetrsquos review the surgery Is there anything you have concerns about that perhaps didnrsquot go as well as you had hopedrdquo

Learner ldquoI wasnrsquot happy with tumour resection I found it very hard to prize it off the posterior wall of the bladder and it bled a lotrdquo

Teacher ldquoIt was clearly difficult for you to create a plane of cleavage between the tumour and the bladder wall I find this difficult toordquo

Teacher ldquoIs there anything you can think of that might work better make it easier or improve it for next timerdquo

Learner ldquoWell I was a bit anxious and perhaps because of that I was rushing and working too quicklyrdquo

Teacher ldquoYes thatrsquos a good point I would encourage you to slow down at times like these and that allows you to be even more delicate in your approach Another suggestion is to use a blunt dissection technique rather than a scissors dissection Does that make sense to yourdquo

FeedbackTask

The Matrix - Coin and Card Trick

bull Learn the trick and receive feedback

bull Watch the ldquoYou Tube video tutorialrdquo

bull httpwwwyoutubecomwatchv=dW-tnkmEdtcampfeature=channelamplist=UL

bull Select a method to provide feedback

bull Swap over with partner and try another feedback method

Three Methods For Feedback

bull Multiple methods exist for providing feedback

bull No right way for everyone and every situation

bull Mixtures of the elements of the methods can help to develop a rich feedback session

The Feedback Sandwich

bull Providing reinforcing and corrective feedback together

ldquoKiss Kick Kissrdquo

bull Sandwich corrective feedback between reinforcing feedback

bull Power balance favours the teacher

bull Passive for the learner

bull Try to avoid reinforcing the corrective statements by cuing it with words like ldquoButrdquo or ldquohoweverrdquo

The Feedback Sandwich

bull Reinforcing ldquoI like the way that you systematically examined Mr Smithrsquos abdomen using the

flat of your handrdquo

bull CorrectiveldquoI noticed that you did not look at Mr Smithrsquos face as you palpated to check

whether you were causing him any discomfortrdquo

bull ReinforcingldquoYou finished by summarising your findings accurately and succinctly well

donerdquo

Pendleton Model

bull A structured approach to establishing a conversation about performance

bull Evolution of the feedback sandwichbull Teachers comments are preceded by learners observations

bull Four step approach

bull Works best when in a one to one situation with the learner to discuss after the event

Pendletonrsquos rules

bull Check the learner wants and is ready for feedback

bull Let the learner give commentsbackground to the material that is being assessed

1 The learner states what was done well

2 The observer(s) state what was done well

3 The learner states what could be improved

4 The observer(s) state how it could be improved

bull An action plan for improvement is made

Reflective Feedback Conversation

bull Encourage learners to reflect on actionsbull Less structured than previous models

bull Similar to Calgary Cambridge communication skills model

bull Focuses on essential goals of feedbackbull Encourage learners to reflect on their actions and to motivate subsequent

improvement in performance

Reflective Feedback

Teacher ldquoLetrsquos review the surgery Is there anything you have concerns about that perhaps didnrsquot go as well as you had hopedrdquo

Learner ldquoI wasnrsquot happy with tumour resection I found it very hard to prize it off the posterior wall of the bladder and it bled a lotrdquo

Teacher ldquoIt was clearly difficult for you to create a plane of cleavage between the tumour and the bladder wall I find this difficult toordquo

Teacher ldquoIs there anything you can think of that might work better make it easier or improve it for next timerdquo

Learner ldquoWell I was a bit anxious and perhaps because of that I was rushing and working too quicklyrdquo

Teacher ldquoYes thatrsquos a good point I would encourage you to slow down at times like these and that allows you to be even more delicate in your approach Another suggestion is to use a blunt dissection technique rather than a scissors dissection Does that make sense to yourdquo

FeedbackTask

The Matrix - Coin and Card Trick

bull Learn the trick and receive feedback

bull Watch the ldquoYou Tube video tutorialrdquo

bull httpwwwyoutubecomwatchv=dW-tnkmEdtcampfeature=channelamplist=UL

bull Select a method to provide feedback

bull Swap over with partner and try another feedback method

The Feedback Sandwich

bull Providing reinforcing and corrective feedback together

ldquoKiss Kick Kissrdquo

bull Sandwich corrective feedback between reinforcing feedback

bull Power balance favours the teacher

bull Passive for the learner

bull Try to avoid reinforcing the corrective statements by cuing it with words like ldquoButrdquo or ldquohoweverrdquo

The Feedback Sandwich

bull Reinforcing ldquoI like the way that you systematically examined Mr Smithrsquos abdomen using the

flat of your handrdquo

bull CorrectiveldquoI noticed that you did not look at Mr Smithrsquos face as you palpated to check

whether you were causing him any discomfortrdquo

bull ReinforcingldquoYou finished by summarising your findings accurately and succinctly well

donerdquo

Pendleton Model

bull A structured approach to establishing a conversation about performance

bull Evolution of the feedback sandwichbull Teachers comments are preceded by learners observations

bull Four step approach

bull Works best when in a one to one situation with the learner to discuss after the event

Pendletonrsquos rules

bull Check the learner wants and is ready for feedback

bull Let the learner give commentsbackground to the material that is being assessed

1 The learner states what was done well

2 The observer(s) state what was done well

3 The learner states what could be improved

4 The observer(s) state how it could be improved

bull An action plan for improvement is made

Reflective Feedback Conversation

bull Encourage learners to reflect on actionsbull Less structured than previous models

bull Similar to Calgary Cambridge communication skills model

bull Focuses on essential goals of feedbackbull Encourage learners to reflect on their actions and to motivate subsequent

improvement in performance

Reflective Feedback

Teacher ldquoLetrsquos review the surgery Is there anything you have concerns about that perhaps didnrsquot go as well as you had hopedrdquo

Learner ldquoI wasnrsquot happy with tumour resection I found it very hard to prize it off the posterior wall of the bladder and it bled a lotrdquo

Teacher ldquoIt was clearly difficult for you to create a plane of cleavage between the tumour and the bladder wall I find this difficult toordquo

Teacher ldquoIs there anything you can think of that might work better make it easier or improve it for next timerdquo

Learner ldquoWell I was a bit anxious and perhaps because of that I was rushing and working too quicklyrdquo

Teacher ldquoYes thatrsquos a good point I would encourage you to slow down at times like these and that allows you to be even more delicate in your approach Another suggestion is to use a blunt dissection technique rather than a scissors dissection Does that make sense to yourdquo

FeedbackTask

The Matrix - Coin and Card Trick

bull Learn the trick and receive feedback

bull Watch the ldquoYou Tube video tutorialrdquo

bull httpwwwyoutubecomwatchv=dW-tnkmEdtcampfeature=channelamplist=UL

bull Select a method to provide feedback

bull Swap over with partner and try another feedback method

The Feedback Sandwich

bull Reinforcing ldquoI like the way that you systematically examined Mr Smithrsquos abdomen using the

flat of your handrdquo

bull CorrectiveldquoI noticed that you did not look at Mr Smithrsquos face as you palpated to check

whether you were causing him any discomfortrdquo

bull ReinforcingldquoYou finished by summarising your findings accurately and succinctly well

donerdquo

Pendleton Model

bull A structured approach to establishing a conversation about performance

bull Evolution of the feedback sandwichbull Teachers comments are preceded by learners observations

bull Four step approach

bull Works best when in a one to one situation with the learner to discuss after the event

Pendletonrsquos rules

bull Check the learner wants and is ready for feedback

bull Let the learner give commentsbackground to the material that is being assessed

1 The learner states what was done well

2 The observer(s) state what was done well

3 The learner states what could be improved

4 The observer(s) state how it could be improved

bull An action plan for improvement is made

Reflective Feedback Conversation

bull Encourage learners to reflect on actionsbull Less structured than previous models

bull Similar to Calgary Cambridge communication skills model

bull Focuses on essential goals of feedbackbull Encourage learners to reflect on their actions and to motivate subsequent

improvement in performance

Reflective Feedback

Teacher ldquoLetrsquos review the surgery Is there anything you have concerns about that perhaps didnrsquot go as well as you had hopedrdquo

Learner ldquoI wasnrsquot happy with tumour resection I found it very hard to prize it off the posterior wall of the bladder and it bled a lotrdquo

Teacher ldquoIt was clearly difficult for you to create a plane of cleavage between the tumour and the bladder wall I find this difficult toordquo

Teacher ldquoIs there anything you can think of that might work better make it easier or improve it for next timerdquo

Learner ldquoWell I was a bit anxious and perhaps because of that I was rushing and working too quicklyrdquo

Teacher ldquoYes thatrsquos a good point I would encourage you to slow down at times like these and that allows you to be even more delicate in your approach Another suggestion is to use a blunt dissection technique rather than a scissors dissection Does that make sense to yourdquo

FeedbackTask

The Matrix - Coin and Card Trick

bull Learn the trick and receive feedback

bull Watch the ldquoYou Tube video tutorialrdquo

bull httpwwwyoutubecomwatchv=dW-tnkmEdtcampfeature=channelamplist=UL

bull Select a method to provide feedback

bull Swap over with partner and try another feedback method

Pendleton Model

bull A structured approach to establishing a conversation about performance

bull Evolution of the feedback sandwichbull Teachers comments are preceded by learners observations

bull Four step approach

bull Works best when in a one to one situation with the learner to discuss after the event

Pendletonrsquos rules

bull Check the learner wants and is ready for feedback

bull Let the learner give commentsbackground to the material that is being assessed

1 The learner states what was done well

2 The observer(s) state what was done well

3 The learner states what could be improved

4 The observer(s) state how it could be improved

bull An action plan for improvement is made

Reflective Feedback Conversation

bull Encourage learners to reflect on actionsbull Less structured than previous models

bull Similar to Calgary Cambridge communication skills model

bull Focuses on essential goals of feedbackbull Encourage learners to reflect on their actions and to motivate subsequent

improvement in performance

Reflective Feedback

Teacher ldquoLetrsquos review the surgery Is there anything you have concerns about that perhaps didnrsquot go as well as you had hopedrdquo

Learner ldquoI wasnrsquot happy with tumour resection I found it very hard to prize it off the posterior wall of the bladder and it bled a lotrdquo

Teacher ldquoIt was clearly difficult for you to create a plane of cleavage between the tumour and the bladder wall I find this difficult toordquo

Teacher ldquoIs there anything you can think of that might work better make it easier or improve it for next timerdquo

Learner ldquoWell I was a bit anxious and perhaps because of that I was rushing and working too quicklyrdquo

Teacher ldquoYes thatrsquos a good point I would encourage you to slow down at times like these and that allows you to be even more delicate in your approach Another suggestion is to use a blunt dissection technique rather than a scissors dissection Does that make sense to yourdquo

FeedbackTask

The Matrix - Coin and Card Trick

bull Learn the trick and receive feedback

bull Watch the ldquoYou Tube video tutorialrdquo

bull httpwwwyoutubecomwatchv=dW-tnkmEdtcampfeature=channelamplist=UL

bull Select a method to provide feedback

bull Swap over with partner and try another feedback method

Pendletonrsquos rules

bull Check the learner wants and is ready for feedback

bull Let the learner give commentsbackground to the material that is being assessed

1 The learner states what was done well

2 The observer(s) state what was done well

3 The learner states what could be improved

4 The observer(s) state how it could be improved

bull An action plan for improvement is made

Reflective Feedback Conversation

bull Encourage learners to reflect on actionsbull Less structured than previous models

bull Similar to Calgary Cambridge communication skills model

bull Focuses on essential goals of feedbackbull Encourage learners to reflect on their actions and to motivate subsequent

improvement in performance

Reflective Feedback

Teacher ldquoLetrsquos review the surgery Is there anything you have concerns about that perhaps didnrsquot go as well as you had hopedrdquo

Learner ldquoI wasnrsquot happy with tumour resection I found it very hard to prize it off the posterior wall of the bladder and it bled a lotrdquo

Teacher ldquoIt was clearly difficult for you to create a plane of cleavage between the tumour and the bladder wall I find this difficult toordquo

Teacher ldquoIs there anything you can think of that might work better make it easier or improve it for next timerdquo

Learner ldquoWell I was a bit anxious and perhaps because of that I was rushing and working too quicklyrdquo

Teacher ldquoYes thatrsquos a good point I would encourage you to slow down at times like these and that allows you to be even more delicate in your approach Another suggestion is to use a blunt dissection technique rather than a scissors dissection Does that make sense to yourdquo

FeedbackTask

The Matrix - Coin and Card Trick

bull Learn the trick and receive feedback

bull Watch the ldquoYou Tube video tutorialrdquo

bull httpwwwyoutubecomwatchv=dW-tnkmEdtcampfeature=channelamplist=UL

bull Select a method to provide feedback

bull Swap over with partner and try another feedback method

Reflective Feedback Conversation

bull Encourage learners to reflect on actionsbull Less structured than previous models

bull Similar to Calgary Cambridge communication skills model

bull Focuses on essential goals of feedbackbull Encourage learners to reflect on their actions and to motivate subsequent

improvement in performance

Reflective Feedback

Teacher ldquoLetrsquos review the surgery Is there anything you have concerns about that perhaps didnrsquot go as well as you had hopedrdquo

Learner ldquoI wasnrsquot happy with tumour resection I found it very hard to prize it off the posterior wall of the bladder and it bled a lotrdquo

Teacher ldquoIt was clearly difficult for you to create a plane of cleavage between the tumour and the bladder wall I find this difficult toordquo

Teacher ldquoIs there anything you can think of that might work better make it easier or improve it for next timerdquo

Learner ldquoWell I was a bit anxious and perhaps because of that I was rushing and working too quicklyrdquo

Teacher ldquoYes thatrsquos a good point I would encourage you to slow down at times like these and that allows you to be even more delicate in your approach Another suggestion is to use a blunt dissection technique rather than a scissors dissection Does that make sense to yourdquo

FeedbackTask

The Matrix - Coin and Card Trick

bull Learn the trick and receive feedback

bull Watch the ldquoYou Tube video tutorialrdquo

bull httpwwwyoutubecomwatchv=dW-tnkmEdtcampfeature=channelamplist=UL

bull Select a method to provide feedback

bull Swap over with partner and try another feedback method

Reflective Feedback

Teacher ldquoLetrsquos review the surgery Is there anything you have concerns about that perhaps didnrsquot go as well as you had hopedrdquo

Learner ldquoI wasnrsquot happy with tumour resection I found it very hard to prize it off the posterior wall of the bladder and it bled a lotrdquo

Teacher ldquoIt was clearly difficult for you to create a plane of cleavage between the tumour and the bladder wall I find this difficult toordquo

Teacher ldquoIs there anything you can think of that might work better make it easier or improve it for next timerdquo

Learner ldquoWell I was a bit anxious and perhaps because of that I was rushing and working too quicklyrdquo

Teacher ldquoYes thatrsquos a good point I would encourage you to slow down at times like these and that allows you to be even more delicate in your approach Another suggestion is to use a blunt dissection technique rather than a scissors dissection Does that make sense to yourdquo

FeedbackTask

The Matrix - Coin and Card Trick

bull Learn the trick and receive feedback

bull Watch the ldquoYou Tube video tutorialrdquo

bull httpwwwyoutubecomwatchv=dW-tnkmEdtcampfeature=channelamplist=UL

bull Select a method to provide feedback

bull Swap over with partner and try another feedback method

FeedbackTask

The Matrix - Coin and Card Trick

bull Learn the trick and receive feedback

bull Watch the ldquoYou Tube video tutorialrdquo

bull httpwwwyoutubecomwatchv=dW-tnkmEdtcampfeature=channelamplist=UL

bull Select a method to provide feedback

bull Swap over with partner and try another feedback method

The Matrix - Coin and Card Trick

bull Learn the trick and receive feedback

bull Watch the ldquoYou Tube video tutorialrdquo

bull httpwwwyoutubecomwatchv=dW-tnkmEdtcampfeature=channelamplist=UL

bull Select a method to provide feedback

bull Swap over with partner and try another feedback method

Feedback from the Task

bull What methods did you try

bull How did it feel giving feedback

bull How did it feel receiving feedback

References

bull Brookheart S (2008) How to give effective feedback to your students ASCD books

bull Ramaprasad A (1983) On the definition of feedback Behavioural Science 28 pp4-13 Houston Journal of the Society for General Systems Research

bull Veloski J Boex JR Grasberger MJ Evans A Wolfson DB 2006 Systematic review of the literature on assessment feedback and physicians clinical performance BEME Guide No 7 Med Teach Mar28(2)117-28

bull Kluger Avraham N DeNisi (1996) The effects of feedback interventions on performance A historical review a meta-analysis and a preliminary feedback intervention theory Angelo Psychological Bulletin Vol 119(2) 254-284

bull Cantillon P Sargeant J Giving feedback in clinical settings BMJ 2008 337a1961

bull Thorndike E L (1931) Human learning Century psychology series

bull Peter Cantillon Linda Hutchinson and Diana Wood ABC OF LEARNING AND TEACHING IN MEDICINE 2010 Wiley-Blackwell

References

bull Brookheart S (2008) How to give effective feedback to your students ASCD books

bull Ramaprasad A (1983) On the definition of feedback Behavioural Science 28 pp4-13 Houston Journal of the Society for General Systems Research

bull Veloski J Boex JR Grasberger MJ Evans A Wolfson DB 2006 Systematic review of the literature on assessment feedback and physicians clinical performance BEME Guide No 7 Med Teach Mar28(2)117-28

bull Kluger Avraham N DeNisi (1996) The effects of feedback interventions on performance A historical review a meta-analysis and a preliminary feedback intervention theory Angelo Psychological Bulletin Vol 119(2) 254-284

bull Cantillon P Sargeant J Giving feedback in clinical settings BMJ 2008 337a1961

bull Thorndike E L (1931) Human learning Century psychology series

bull Peter Cantillon Linda Hutchinson and Diana Wood ABC OF LEARNING AND TEACHING IN MEDICINE 2010 Wiley-Blackwell

Three Methods For Feedback

bull Multiple methods exist for providing feedback

bull No right way for everyone and every situation

bull Mixtures of the elements of the methods can help to develop a rich feedback session

The Feedback Sandwich

bull Providing reinforcing and corrective feedback together

ldquoKiss Kick Kissrdquo

bull Sandwich corrective feedback between reinforcing feedback

bull Power balance favours the teacher

bull Passive for the learner

bull Try to avoid reinforcing the corrective statements by cuing it with words like ldquoButrdquo or ldquohoweverrdquo

The Feedback Sandwich

bull Reinforcing ldquoI like the way that you systematically examined Mr Smithrsquos abdomen using the

flat of your handrdquo

bull CorrectiveldquoI noticed that you did not look at Mr Smithrsquos face as you palpated to check

whether you were causing him any discomfortrdquo

bull ReinforcingldquoYou finished by summarising your findings accurately and succinctly well

donerdquo

Pendleton Model

bull A structured approach to establishing a conversation about performance

bull Evolution of the feedback sandwichbull Teachers comments are preceded by learners observations

bull Four step approach

bull Works best when in a one to one situation with the learner to discuss after the event

Pendletonrsquos rules

bull Check the learner wants and is ready for feedback

bull Let the learner give commentsbackground to the material that is being assessed

1 The learner states what was done well

2 The observer(s) state what was done well

3 The learner states what could be improved

4 The observer(s) state how it could be improved

bull An action plan for improvement is made

Reflective Feedback Conversation

bull Encourage learners to reflect on actionsbull Less structured than previous models

bull Similar to Calgary Cambridge communication skills model

bull Focuses on essential goals of feedbackbull Encourage learners to reflect on their actions and to motivate subsequent

improvement in performance

Reflective Feedback

Teacher ldquoLetrsquos review the surgery Is there anything you have concerns about that perhaps didnrsquot go as well as you had hopedrdquo

Learner ldquoI wasnrsquot happy with tumour resection I found it very hard to prize it off the posterior wall of the bladder and it bled a lotrdquo

Teacher ldquoIt was clearly difficult for you to create a plane of cleavage between the tumour and the bladder wall I find this difficult toordquo

Teacher ldquoIs there anything you can think of that might work better make it easier or improve it for next timerdquo

Learner ldquoWell I was a bit anxious and perhaps because of that I was rushing and working too quicklyrdquo

Teacher ldquoYes thatrsquos a good point I would encourage you to slow down at times like these and that allows you to be even more delicate in your approach Another suggestion is to use a blunt dissection technique rather than a scissors dissection Does that make sense to yourdquo

FeedbackTask

The Matrix - Coin and Card Trick

bull Learn the trick and receive feedback

bull Watch the ldquoYou Tube video tutorialrdquo

bull httpwwwyoutubecomwatchv=dW-tnkmEdtcampfeature=channelamplist=UL

bull Select a method to provide feedback

bull Swap over with partner and try another feedback method

The Feedback Sandwich

bull Providing reinforcing and corrective feedback together

ldquoKiss Kick Kissrdquo

bull Sandwich corrective feedback between reinforcing feedback

bull Power balance favours the teacher

bull Passive for the learner

bull Try to avoid reinforcing the corrective statements by cuing it with words like ldquoButrdquo or ldquohoweverrdquo

The Feedback Sandwich

bull Reinforcing ldquoI like the way that you systematically examined Mr Smithrsquos abdomen using the

flat of your handrdquo

bull CorrectiveldquoI noticed that you did not look at Mr Smithrsquos face as you palpated to check

whether you were causing him any discomfortrdquo

bull ReinforcingldquoYou finished by summarising your findings accurately and succinctly well

donerdquo

Pendleton Model

bull A structured approach to establishing a conversation about performance

bull Evolution of the feedback sandwichbull Teachers comments are preceded by learners observations

bull Four step approach

bull Works best when in a one to one situation with the learner to discuss after the event

Pendletonrsquos rules

bull Check the learner wants and is ready for feedback

bull Let the learner give commentsbackground to the material that is being assessed

1 The learner states what was done well

2 The observer(s) state what was done well

3 The learner states what could be improved

4 The observer(s) state how it could be improved

bull An action plan for improvement is made

Reflective Feedback Conversation

bull Encourage learners to reflect on actionsbull Less structured than previous models

bull Similar to Calgary Cambridge communication skills model

bull Focuses on essential goals of feedbackbull Encourage learners to reflect on their actions and to motivate subsequent

improvement in performance

Reflective Feedback

Teacher ldquoLetrsquos review the surgery Is there anything you have concerns about that perhaps didnrsquot go as well as you had hopedrdquo

Learner ldquoI wasnrsquot happy with tumour resection I found it very hard to prize it off the posterior wall of the bladder and it bled a lotrdquo

Teacher ldquoIt was clearly difficult for you to create a plane of cleavage between the tumour and the bladder wall I find this difficult toordquo

Teacher ldquoIs there anything you can think of that might work better make it easier or improve it for next timerdquo

Learner ldquoWell I was a bit anxious and perhaps because of that I was rushing and working too quicklyrdquo

Teacher ldquoYes thatrsquos a good point I would encourage you to slow down at times like these and that allows you to be even more delicate in your approach Another suggestion is to use a blunt dissection technique rather than a scissors dissection Does that make sense to yourdquo

FeedbackTask

The Matrix - Coin and Card Trick

bull Learn the trick and receive feedback

bull Watch the ldquoYou Tube video tutorialrdquo

bull httpwwwyoutubecomwatchv=dW-tnkmEdtcampfeature=channelamplist=UL

bull Select a method to provide feedback

bull Swap over with partner and try another feedback method

The Feedback Sandwich

bull Reinforcing ldquoI like the way that you systematically examined Mr Smithrsquos abdomen using the

flat of your handrdquo

bull CorrectiveldquoI noticed that you did not look at Mr Smithrsquos face as you palpated to check

whether you were causing him any discomfortrdquo

bull ReinforcingldquoYou finished by summarising your findings accurately and succinctly well

donerdquo

Pendleton Model

bull A structured approach to establishing a conversation about performance

bull Evolution of the feedback sandwichbull Teachers comments are preceded by learners observations

bull Four step approach

bull Works best when in a one to one situation with the learner to discuss after the event

Pendletonrsquos rules

bull Check the learner wants and is ready for feedback

bull Let the learner give commentsbackground to the material that is being assessed

1 The learner states what was done well

2 The observer(s) state what was done well

3 The learner states what could be improved

4 The observer(s) state how it could be improved

bull An action plan for improvement is made

Reflective Feedback Conversation

bull Encourage learners to reflect on actionsbull Less structured than previous models

bull Similar to Calgary Cambridge communication skills model

bull Focuses on essential goals of feedbackbull Encourage learners to reflect on their actions and to motivate subsequent

improvement in performance

Reflective Feedback

Teacher ldquoLetrsquos review the surgery Is there anything you have concerns about that perhaps didnrsquot go as well as you had hopedrdquo

Learner ldquoI wasnrsquot happy with tumour resection I found it very hard to prize it off the posterior wall of the bladder and it bled a lotrdquo

Teacher ldquoIt was clearly difficult for you to create a plane of cleavage between the tumour and the bladder wall I find this difficult toordquo

Teacher ldquoIs there anything you can think of that might work better make it easier or improve it for next timerdquo

Learner ldquoWell I was a bit anxious and perhaps because of that I was rushing and working too quicklyrdquo

Teacher ldquoYes thatrsquos a good point I would encourage you to slow down at times like these and that allows you to be even more delicate in your approach Another suggestion is to use a blunt dissection technique rather than a scissors dissection Does that make sense to yourdquo

FeedbackTask

The Matrix - Coin and Card Trick

bull Learn the trick and receive feedback

bull Watch the ldquoYou Tube video tutorialrdquo

bull httpwwwyoutubecomwatchv=dW-tnkmEdtcampfeature=channelamplist=UL

bull Select a method to provide feedback

bull Swap over with partner and try another feedback method

Pendleton Model

bull A structured approach to establishing a conversation about performance

bull Evolution of the feedback sandwichbull Teachers comments are preceded by learners observations

bull Four step approach

bull Works best when in a one to one situation with the learner to discuss after the event

Pendletonrsquos rules

bull Check the learner wants and is ready for feedback

bull Let the learner give commentsbackground to the material that is being assessed

1 The learner states what was done well

2 The observer(s) state what was done well

3 The learner states what could be improved

4 The observer(s) state how it could be improved

bull An action plan for improvement is made

Reflective Feedback Conversation

bull Encourage learners to reflect on actionsbull Less structured than previous models

bull Similar to Calgary Cambridge communication skills model

bull Focuses on essential goals of feedbackbull Encourage learners to reflect on their actions and to motivate subsequent

improvement in performance

Reflective Feedback

Teacher ldquoLetrsquos review the surgery Is there anything you have concerns about that perhaps didnrsquot go as well as you had hopedrdquo

Learner ldquoI wasnrsquot happy with tumour resection I found it very hard to prize it off the posterior wall of the bladder and it bled a lotrdquo

Teacher ldquoIt was clearly difficult for you to create a plane of cleavage between the tumour and the bladder wall I find this difficult toordquo

Teacher ldquoIs there anything you can think of that might work better make it easier or improve it for next timerdquo

Learner ldquoWell I was a bit anxious and perhaps because of that I was rushing and working too quicklyrdquo

Teacher ldquoYes thatrsquos a good point I would encourage you to slow down at times like these and that allows you to be even more delicate in your approach Another suggestion is to use a blunt dissection technique rather than a scissors dissection Does that make sense to yourdquo

FeedbackTask

The Matrix - Coin and Card Trick

bull Learn the trick and receive feedback

bull Watch the ldquoYou Tube video tutorialrdquo

bull httpwwwyoutubecomwatchv=dW-tnkmEdtcampfeature=channelamplist=UL

bull Select a method to provide feedback

bull Swap over with partner and try another feedback method

Pendletonrsquos rules

bull Check the learner wants and is ready for feedback

bull Let the learner give commentsbackground to the material that is being assessed

1 The learner states what was done well

2 The observer(s) state what was done well

3 The learner states what could be improved

4 The observer(s) state how it could be improved

bull An action plan for improvement is made

Reflective Feedback Conversation

bull Encourage learners to reflect on actionsbull Less structured than previous models

bull Similar to Calgary Cambridge communication skills model

bull Focuses on essential goals of feedbackbull Encourage learners to reflect on their actions and to motivate subsequent

improvement in performance

Reflective Feedback

Teacher ldquoLetrsquos review the surgery Is there anything you have concerns about that perhaps didnrsquot go as well as you had hopedrdquo

Learner ldquoI wasnrsquot happy with tumour resection I found it very hard to prize it off the posterior wall of the bladder and it bled a lotrdquo

Teacher ldquoIt was clearly difficult for you to create a plane of cleavage between the tumour and the bladder wall I find this difficult toordquo

Teacher ldquoIs there anything you can think of that might work better make it easier or improve it for next timerdquo

Learner ldquoWell I was a bit anxious and perhaps because of that I was rushing and working too quicklyrdquo

Teacher ldquoYes thatrsquos a good point I would encourage you to slow down at times like these and that allows you to be even more delicate in your approach Another suggestion is to use a blunt dissection technique rather than a scissors dissection Does that make sense to yourdquo

FeedbackTask

The Matrix - Coin and Card Trick

bull Learn the trick and receive feedback

bull Watch the ldquoYou Tube video tutorialrdquo

bull httpwwwyoutubecomwatchv=dW-tnkmEdtcampfeature=channelamplist=UL

bull Select a method to provide feedback

bull Swap over with partner and try another feedback method

Reflective Feedback Conversation

bull Encourage learners to reflect on actionsbull Less structured than previous models

bull Similar to Calgary Cambridge communication skills model

bull Focuses on essential goals of feedbackbull Encourage learners to reflect on their actions and to motivate subsequent

improvement in performance

Reflective Feedback

Teacher ldquoLetrsquos review the surgery Is there anything you have concerns about that perhaps didnrsquot go as well as you had hopedrdquo

Learner ldquoI wasnrsquot happy with tumour resection I found it very hard to prize it off the posterior wall of the bladder and it bled a lotrdquo

Teacher ldquoIt was clearly difficult for you to create a plane of cleavage between the tumour and the bladder wall I find this difficult toordquo

Teacher ldquoIs there anything you can think of that might work better make it easier or improve it for next timerdquo

Learner ldquoWell I was a bit anxious and perhaps because of that I was rushing and working too quicklyrdquo

Teacher ldquoYes thatrsquos a good point I would encourage you to slow down at times like these and that allows you to be even more delicate in your approach Another suggestion is to use a blunt dissection technique rather than a scissors dissection Does that make sense to yourdquo

FeedbackTask

The Matrix - Coin and Card Trick

bull Learn the trick and receive feedback

bull Watch the ldquoYou Tube video tutorialrdquo

bull httpwwwyoutubecomwatchv=dW-tnkmEdtcampfeature=channelamplist=UL

bull Select a method to provide feedback

bull Swap over with partner and try another feedback method

Reflective Feedback

Teacher ldquoLetrsquos review the surgery Is there anything you have concerns about that perhaps didnrsquot go as well as you had hopedrdquo

Learner ldquoI wasnrsquot happy with tumour resection I found it very hard to prize it off the posterior wall of the bladder and it bled a lotrdquo

Teacher ldquoIt was clearly difficult for you to create a plane of cleavage between the tumour and the bladder wall I find this difficult toordquo

Teacher ldquoIs there anything you can think of that might work better make it easier or improve it for next timerdquo

Learner ldquoWell I was a bit anxious and perhaps because of that I was rushing and working too quicklyrdquo

Teacher ldquoYes thatrsquos a good point I would encourage you to slow down at times like these and that allows you to be even more delicate in your approach Another suggestion is to use a blunt dissection technique rather than a scissors dissection Does that make sense to yourdquo

FeedbackTask

The Matrix - Coin and Card Trick

bull Learn the trick and receive feedback

bull Watch the ldquoYou Tube video tutorialrdquo

bull httpwwwyoutubecomwatchv=dW-tnkmEdtcampfeature=channelamplist=UL

bull Select a method to provide feedback

bull Swap over with partner and try another feedback method

FeedbackTask

The Matrix - Coin and Card Trick

bull Learn the trick and receive feedback

bull Watch the ldquoYou Tube video tutorialrdquo

bull httpwwwyoutubecomwatchv=dW-tnkmEdtcampfeature=channelamplist=UL

bull Select a method to provide feedback

bull Swap over with partner and try another feedback method

The Matrix - Coin and Card Trick

bull Learn the trick and receive feedback

bull Watch the ldquoYou Tube video tutorialrdquo

bull httpwwwyoutubecomwatchv=dW-tnkmEdtcampfeature=channelamplist=UL

bull Select a method to provide feedback

bull Swap over with partner and try another feedback method

Feedback from the Task

bull What methods did you try

bull How did it feel giving feedback

bull How did it feel receiving feedback

References

bull Brookheart S (2008) How to give effective feedback to your students ASCD books

bull Ramaprasad A (1983) On the definition of feedback Behavioural Science 28 pp4-13 Houston Journal of the Society for General Systems Research

bull Veloski J Boex JR Grasberger MJ Evans A Wolfson DB 2006 Systematic review of the literature on assessment feedback and physicians clinical performance BEME Guide No 7 Med Teach Mar28(2)117-28

bull Kluger Avraham N DeNisi (1996) The effects of feedback interventions on performance A historical review a meta-analysis and a preliminary feedback intervention theory Angelo Psychological Bulletin Vol 119(2) 254-284

bull Cantillon P Sargeant J Giving feedback in clinical settings BMJ 2008 337a1961

bull Thorndike E L (1931) Human learning Century psychology series

bull Peter Cantillon Linda Hutchinson and Diana Wood ABC OF LEARNING AND TEACHING IN MEDICINE 2010 Wiley-Blackwell

References

bull Brookheart S (2008) How to give effective feedback to your students ASCD books

bull Ramaprasad A (1983) On the definition of feedback Behavioural Science 28 pp4-13 Houston Journal of the Society for General Systems Research

bull Veloski J Boex JR Grasberger MJ Evans A Wolfson DB 2006 Systematic review of the literature on assessment feedback and physicians clinical performance BEME Guide No 7 Med Teach Mar28(2)117-28

bull Kluger Avraham N DeNisi (1996) The effects of feedback interventions on performance A historical review a meta-analysis and a preliminary feedback intervention theory Angelo Psychological Bulletin Vol 119(2) 254-284

bull Cantillon P Sargeant J Giving feedback in clinical settings BMJ 2008 337a1961

bull Thorndike E L (1931) Human learning Century psychology series

bull Peter Cantillon Linda Hutchinson and Diana Wood ABC OF LEARNING AND TEACHING IN MEDICINE 2010 Wiley-Blackwell

Feedback from judge One

bull Sigh and put your head in your hands during the clapping

bull Hold up the number two

bull Say nothing

Feedback from judge Two

bull Shake your head and say

ldquoToo quiet Much too quietrdquo

bull Pause

ldquoI donrsquot really like the fact that you started your applause at such a quick pace There was no texture to your performance and the beats were much too close togetherrdquo

bull You give a score of two

bull Hold up the number two

Feedback from judge Three

bull Smile and thank the contestant

ldquoWhat I think really makes an excellent performance is a performance that builds I like it to began slowly and then get louder and louder almost like a crashing waverdquo

ldquoWhat you did was great for the end part but it would have much more impact if you created some contrast between the beginning and the endrdquo

ldquoYou can also increase the crescendo by starting with slower quieter clapping but then getting faster and louder towards the real triumphant ending

Your clapping at the end was quite goodrdquo

ldquoYoursquore looking for a sharper sounds as well You keep clapping with the middle of your hands but you really want that sharp sound to give it some definition I absolutely hate that hollow palm on palm soundrdquo

bull You give a score of two

bull Hold up the number two

Feedback from judge Two

bull Shake your head and say

ldquoToo quiet Much too quietrdquo

bull Pause

ldquoI donrsquot really like the fact that you started your applause at such a quick pace There was no texture to your performance and the beats were much too close togetherrdquo

bull You give a score of two

bull Hold up the number two

Feedback from judge Three

bull Smile and thank the contestant

ldquoWhat I think really makes an excellent performance is a performance that builds I like it to began slowly and then get louder and louder almost like a crashing waverdquo

ldquoWhat you did was great for the end part but it would have much more impact if you created some contrast between the beginning and the endrdquo

ldquoYou can also increase the crescendo by starting with slower quieter clapping but then getting faster and louder towards the real triumphant ending

Your clapping at the end was quite goodrdquo

ldquoYoursquore looking for a sharper sounds as well You keep clapping with the middle of your hands but you really want that sharp sound to give it some definition I absolutely hate that hollow palm on palm soundrdquo

bull You give a score of two

bull Hold up the number two

Feedback from judge Three

bull Smile and thank the contestant

ldquoWhat I think really makes an excellent performance is a performance that builds I like it to began slowly and then get louder and louder almost like a crashing waverdquo

ldquoWhat you did was great for the end part but it would have much more impact if you created some contrast between the beginning and the endrdquo

ldquoYou can also increase the crescendo by starting with slower quieter clapping but then getting faster and louder towards the real triumphant ending

Your clapping at the end was quite goodrdquo

ldquoYoursquore looking for a sharper sounds as well You keep clapping with the middle of your hands but you really want that sharp sound to give it some definition I absolutely hate that hollow palm on palm soundrdquo

bull You give a score of two

bull Hold up the number two