Giving feedback/feed-forward and evaluation

of learningAnne Pegram February 2014

Learning outcomes

• At the end of the session the students will be able to:– Discuss the process of evaluating

learning experiences– Be aware of how to provide constructive

feedback/feed-forward

Feed-back/feed forward

• Timely• Meaningful

Feed-back

• Learning style

Feed-forward

• Refinement• Improvement

Performance

Principles of feedback

• Facilitate the development of self-assessment in learning by means of reflection

• Encourage peer and teacher discussion around learning

• Clarify what is good performance• Provide opportunities ie formative work

to close the gap between current and desired performance

• After Juwah et al (2004)

Principles of feedback

• Feedback is timely, as near to performance as possible.

• Feedback is given to enable improvement of future work ie feed forward.

• Feedback relates to the assignment criteria/guidelines.

• Feedback is received, attended to and auctioned by the student.

• After Gibbs and Simpson (2004)

Giving constructive feedback

• Focus on the activity and not person• Use words commensurate with

performance• Give descriptors related to feedback

Pendleton’s rules (1984)

• 1. Check the learner wants and is ready for feedback.

• 2. Let the learner give comments/background to the material that is being assessed.

• 3. The learner states what was done well.• 4. The observer(s) state what was done well.• 5. The learner states what could be improved.• 6. The observer(s) state how it could be

improved.• 7. An action plan for improvement is made.

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

Preparing to give feedback

• http://fnsnmstream.kcl.ac.uk/OSCE/Borderline/

Approaches to teaching a clinical skill - feedback

Pass

• Demonstrates knowledge and understanding of the procedure as evidenced by:

• Fluent and co-ordinated• Organised approach to the

skill• Skilful and accurate

performance of key steps• Skilful and accurate

performance of key steps• Safe and sensitive practice• Professional attitude• Confident• Timely (performs skill within

recommended time limit)

Borderline pass

• Lack of fluency and/or co-ordination

• Organised approach in parts of the skill

• Skilful in part but occasional inaccuracies

• Safe and sensitive practice• Professional attitude• Lacks confidence• Does not complete skill

within recommended time limit

Needs development

• Lack of fluency and/or co-ordination

• Disorganised in most parts of the skill

• Lacks skilfulness and accuracy in most parts of the skill

• Lack of safe and sensitive practice

• Lacks professional attitude• Lacks confidence • Does not complete skill

within the recommended time limit

References

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