Satu Öystilä 2015

Constructive feedback in university teaching

Eduta Oy

Puh. +35850 564 4887

info@eduta.fi

www.eduta.fi

The feedback

Remember that giving feedback is the mostsensitive area of communication

Principles of giving feedback

What is the aim of the feedback? (Why?)

What kind of performance is the feedback based on?

What kind of observations and experiences are in the background of the feedback giving?

When and where are you giving feedback?

The aim of the feedback

To support learning process

To support problem solving

To improve interpersonal skills

To develop self-esteem

To develop and work life competencies

The meaning of the giving and receiving feedback to the teacher

Assessment• Information about the skills and knowledge of the

students• Information about the own teaching skills and

interventionsMotivation• To motivate studentsFacilitation• Supporting the students to reflect new solutions

Examples of the feedback questions:

• What is the most important knowledge you learnedduring the teaching session?

• How do you feel with your studies at the moment?

• What is especially well in the learning and groupprocess?

• Is there something you would like to change in the group work?

• What else would you like to say?

Giving constructive feedback I

• Feedback is usually better when invited rather thanimposed.

• Be descriptive rather than evaluative. Describingwhat we actually see or hear reduces the need of the receiver to react defensively.

• Reveal your own position or feeling to the otherperson, for example: I get very confused by yourquestions.

• Be specific rather than general, for example: that is the third time you have said one thing to me privately and another publicly.

• Talk about the performance, not about the identity of the feedback receiver.

• Give concrete, honest and detailed feedback.

• Take into account the receiver´s needs as well as yourown.

• Direct feedback towards behaviour the receiver canchange or control.

• Give the feedback with me-form, don´t invoke the others.

Giving constructive feedback II

• Timing is critical: it is usually better to givefeedback as soon as possible after the particularbehaviour, though one should always take into account the social situation, the receiver´svulnerability and her/his readiness to listen.

• Check that the receiver has understood – gethim/her to reprhase the feedback to see if it is what you had in mind.

Giving constructive feedback III

• Give the possibility to use self assessment.

• When feedback is given in a group allow giverand receiver the opportunity to check with others in the group on its accuracy.

• When giving critical feedback don´t use the words always, never, every time but here and now, at the moment, with this exercise.

• The feedback is not the truth, but the giver´sopinion.

Giving constructive feedback IV

• Appreciate and be interested in the feedback receiver and show it.

• Give feedback in the neutral voice and way.

• Don´t give feedback when you are provoked.

Giving constructive feedback V

Giving constructive feedback VI

• Remember the assessment criteria when givingfeedback.

• You can ask the receiver what kind of feedback he/she especially wants to get.