{"id":1652,"date":"2021-11-27T05:48:18","date_gmt":"2021-11-27T05:48:18","guid":{"rendered":"https:\/\/course.oeru.org\/ctvsd5\/?page_id=1652"},"modified":"2021-11-27T05:48:18","modified_gmt":"2021-11-27T05:48:18","slug":"quality-feedback-as-support","status":"publish","type":"page","link":"https:\/\/course.oeru.org\/ctvsd5\/learning-resources\/quality-feedback-as-support\/","title":{"rendered":"Quality feedback as support"},"content":{"rendered":"
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What is quality feedback?<\/span><\/h2>\n

Quality feedback encourages learner growth and a deeper understanding of the topic.<\/b>\n<\/p>\n

Giving feedback should strengthen and encourage the learner in their understanding of the topic. It may provide the learner with opportunities for improvement or to extend their understanding of the topic or learning.\n<\/p>\n

Quality of feedback \u2013 Definition. Assesses the degree to which the teacher provides feedback that expands learning and understanding as well as encourages continued participation. Quality of feedback happens when a teacher responds to what a child says or does in a way that pushes the child to keep thinking or trying.<\/i>\n<\/p>\n

Source: What are the qualities of good feedback?<\/a>\n<\/p>\n

Poor feedback<\/b>\n<\/p>\n

Summative feedback with the absence of or limited formative feedback is what I call low-quality feedback. This is like the annual performance review, for example, that offers no or limited formative feedback. Even if feedback is given, the recipient is not really internalising it, as it mixed with judgment.<\/i>\n<\/p>\n

Source: The education system is built on low-quality feedback | Mark Colgate<\/a>\n<\/p>\n

Poor feedback might include short answer responses to learner enquiries or responses.\n<\/p>\n

For example: \u201cIs this what you wanted?\u201d \u201cYes\u201d.
\nA better response may be:
\nIs this what you wanted?\u201d \u201cYes. Thank you. Great work. I see you used the correct technique to achieve the finish and it is of high quality. Next time try this (example) to include a different finish.\n<\/p>\n

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Types of feedback and when to use them<\/span><\/h2>\n

Peer feedback<\/b>\n<\/p>\n

Peer feedback is between participants of the same level, either student to student, or trainer to trainer for example. This can be useful to obtain feedback or commentary before a formal grading is given.
\nInstant feedback
\nInstant feedback is asynchronous. Ask and it is given. This feedback may not be a considered or thoughtful response, but for some instances a considered response may not be required. Instant feedback is useful to gauge if a student is on the correct path to learning the required outcome.\n<\/p>\n

Assessment feedback<\/b>\n<\/p>\n

Feedback given by a trainer to a student on a finished item should be considered and thoughtful. Quality feedback should be given to students to support their knowledge and encourage their growth of understanding and experience.\n<\/p>\n

Informal feedback<\/b>\n<\/p>\n

Informal feedback is more casual and \u201cin the moment\u201d. It may provide an instant guidance on their work and encourage students in their work.\n<\/p>\n

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How to deliver feedback to support learning<\/span><\/h2>\n

Tone of feedback<\/b>\n<\/p>\n

Feedback should be given in a way to support growth and development of the learning and the person. Feedback is often most productive when given in a tactful, thoughtful, and constructive way. This encourages a positive relationship between the parties and opportunity for the feedback to be heard and understood to support further growth in the learner.\n<\/p>\n

Timeliness of feedback<\/b>\n<\/p>\n

Feedback should be timely and appropriate. If an item is not correct or completed to your industry standard it is best to offer a quick response to encourage improved performance for completion of the next item.\n<\/p>\n

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Additional resources<\/h2>\n\t\t<\/div>\n\t<\/div>\n\t
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These links are great resources about providing feedback. Explore them to learn more.\n<\/p>\n

What are the qualities of good feedback?<\/a>\n<\/p>\n

Importance of feedback in assessment<\/a>\n<\/p>\n

Feedback in schools by John Hattie<\/a>\n<\/p>\n

Features of quality feedback<\/a>\n<\/p>\n

Concept Development or Quality of Feedback?<\/a>\n<\/p>\n

7 Ways to Maximize Hattie\u2019s Effect Size on Feedback<\/a>\n<\/p>\n

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Characteristics of Good Student Feedback<\/h2>\n\t\t<\/div>\n\t<\/div>\n\t
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Watch this video for more information.\n<\/p>\n

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