Teachers ‘transmit’ feedback messages

to students about what is right or

wrong in their academic work, about

its strengths and weaknesses, and

students use this information to make

subsequent improvements.

TUTORS-

Rarely give comments/feedback

Give delayed feedback

Make inappropriate comments

Do not know how to give comments

pressure of work

too many commitments

Laziness

Lack of interest in open school learners’

work

Low incentives Lack of training

Why feedback……..

▪ Feedback should be as timely as possible. Don’t wait until the end of the semester to give

feedback on discussion and assignments. It is vital that you provide feedback to

students before their next assignment is due so that they have time to digest your feedback and integrate it into the next assignment.

To encourage them- build their confidence by letting them know what they’re doing well.

To support them in diagnosing their strengths and weaknesses.

WHY DO STUDENTS NEED FEEDBACK?

To keep them on track- so they meet the course goals and unit objectives.

To help them improve their performance.

When…..

WHY DO STUDENTS NEED FEEDBACK?

Feedback should be

timely

Given at small intervals

How……

WHEN TO GIVE FEEDBACK?

can be oral or written

should be constructive

specific and clear

Oral…….

HOW TO GIVE FEEDBACK?

Oral discussion—ONE-ON-ONE or in GROUPS

Initial classroom discussion-Use a whole group discussion to respond to students’ ideas for their assignments

Brainstorming groups - Group discussion among students (according to topics)

Peer response – Discussion among students on their drafts

Negative………..

• When it does not tell how to improve.

• Telling what is written but with no constructive comments.

• Written feedback which is similar to everyone else’s.

• Tutor’s personal views on what issues they believe are

important.

• Negative feedback given in a way that makes one feel

devalued.

• If it is always negative = low self esteem = no motivation.

• Negative followed by negative – makes you feel you can’t

do anything right.

• Negative feedback – when you’re trying hard but you get

‘put down’.

Sample………

“what do you mean”?

“you have beaten about the bush”

“did you read your module before answering the

question”?

“reread your module and attempt the question once

again”

“this is hopeless.”

“Reduce the number of words”

Types….

1. Comments that INDICATE a

problem. Comments such as-

• ‘More needed here’ (a comment

relating to content)

• ‘Poor structure’ (a comment

addressing a skill) are of this

type.

2. Comments that CORRECT a problem.

Comments such as-

• ‘You should have included something

about …

• ‘Your answer would have had a

better structure if you had started with

an introductory paragraph and also

used shorter paragraphs throughout’

are of this type.

3. Comments not only correct a problem, but also

go on to EXPLAIN WHY. The ‘Correct’ comments

can become ‘Explain’ as follows:

• ‘You should have included something about the

actual data rates here because ...’

• ‘Your answer would have had a better structure

if you had started with an introductory

paragraph and also used shorter paragraphs

throughout. This is because….’

How to write…….

Give comments as statements, not

questions

Avoid making general, vague or

meaningless comments.

Explain comments (i.e., don’t just

include a question mark, or say “needs

work” or “good.”)

Tell the student what they did well and

why, as well as where they went wrong

and why.

Point out and explain irrelevant or

missing content.

Give students examples of how to re-

word awkward or confusing

statements (rather than just saying

“This is confusing” or “This could be

better expressed.”)

COMING UP……………………….“GROUP WORK”