INFORMATION SHEET 3.2-3

Feedback

It is important for trainees to know how well they are doing as they learn. This is because the knowledge that they are doing well gives trainees a sense of achievement which motivates them to learn more. Similarly, it is also important to let trainees know when they have made a mistake so that they will learn from it and take corrective measures. Hence, it is absolutely essential for trainers to monitor trainees’ learning and give them feedback. Feedback can be  given to individual trainee, to a group of them, or to the whole class. It would be more efficient if the whole class can share in the monitoring process and the feedback.

Purpose of giving feedback:

  1. Provide basis for maintaining or improving performance
  2. Provide forum for assessing need and planning additional experiences/activities

Characteristics of an Effective Feedback

1.            Relates performance to the standards

Shows how the performance compares to the standard, exemplar or goal (John, your session plan did not include the learning objective as shown here in the standard session plan)

2.            Relates performance to strategies

Give trainees feedback about how well they apply specific strategies  or steps

(John, you set up the table correctly, I can see that you followed the guidelines in setting up the table)

3.            Indicates progress

By placing the feedback in the context of  previous  expected performance

(Mona, your session plan has improved by showing logical sequence in your presentation. Now you need to improve in developing your information sheet).

1. Indicates corrective procedures/action

Corrective action is pragmatic and possible. It gives students specific actions in which they can manage to improve

(you have made errors in presenting your modules of instruction. Please refer to module #1 and review how it should be presented)

2. Is given frequently & immediately

Provide more frequent, immediate feedback when you:

  • Develop or select activities with built-in opportunities for feedback;
  • Go around to monitor individual work making comments to trainees performance;
  • Provide examples and directions to trainees so they can self assess
  • Use examples of ongoing trainee’s work to show  all  trainees  mistakes and corrections
  • Use techniques during discussion to monitor the progress of all learners

3. Is specific and descriptive

If your feedback is not specific and descriptive, it will not be helpful  to the trainee. It will only communicate a sense of goodness or badness to the performance of the learner

(Mario, I want the way you develop your information sheet because   it is very informative)

4. Focuses on key errors

It is best to determine what the most significant error is or what changes will be most helpful to the learner

5. Focuses on effort attribution

Effort attributions are helpful because they help establish a positive self efficiency that communicate an ability to do work successfully. It is specifically important for low performing trainees. Too often, these participants develop attribution that they are successful for some external reason (luck, trainors help, co-trainees assistance)

Guidelines in Giving Constructive Feedback

  • All comments shall be based on  observable  behaviour  and  not assumed motives or intents;
  • Positive comments should be made first in order to give the trainees confidence and gain his/her attention;
  • Language should be descriptive of specific behaviours rather than general comments indicating value judgments;
  • Feedback should emphasize the sharing of information. There  should  be opportunities for both parties to contribute
  • Feedback should not be detailed and broad so as to overload the trainees
  • Feedback should deal with the behaviours the trainees can control and change;
  • Feedback requires the ability to tolerate the feeling of discomfort

Praise

Is a type of feedback that is very helpful to the trainee when it draws attention to the trainees progress and performance in relation to standards. As trainer, we should often use praise to our trainees’ performance so that he/she will be motivated to do the activities consistently and with quality.