Characteristics+of+Effective+Feedback+(Week+9)

media type="custom" key="13509034" __**Characteristics of Effective Feedback**__ **Directions**: Post 1-2 characteristics of effective feedback you think are most important (it is okay to repeat a characteristic) by midnight Friday. Be sure to include your name after each response.

**An effective feedback must be:**

**1) Clear and specific (**for example, the teacher should not limit to say that a task was good, but he/she should also explain why it was good) - Daria M. 2) **Constructive** (it should give encouragement to perform a given task better and also provide appropriate guidance on where to find the information needed and how to apply them for correction) - Daria M.

1) **Immediate** (It should be received soon after the assignment/event to be most effective) 2) **Includes positive and negative** (It should tell what the student did well in addition to suggestions for improvement. (Hilliary)

1) **It is private, particularly if it is negative** (but feedback should be presented in a way that shows a way to improve, not just be a criticism) -Mark 2) **It provides for 2 way communication, soliciting and receiving the receiver's input.** (it should be the opening of a dialog between the person giving the feedback and the person receiving the feedback)

1)**Promote Collaboration** (Palloff and Pratt) -This can be demonstrated by the instructor. The instruction should teach, model, and encourage the use of collaborative feedback. This will help students so that they do not respond to peers with just "Good Job." It should be created in a way that promotes collaboration. 2)**Performance Based-** The feedback should be a reflection of measurable performance outcomes, not a a reflection of the person and who they are.

1) **Actionable**-The feedback should be based on something that the person can actually change. It should be actionable. (Maria J) 2) **Ongoing**-Feedback should part of a regular ongoing process, not just once per year to be truly effective. (Maria J)

1) **It is well-timed** - Make sure both parties are able to be present in the moment and not distracted by outside factors at the time feedback is given. (Melissa H.) 2) **It is brief** - Keep feedback on-point and concise. Don't stray into irrelevant issues. (Melissa H.)

1) **It is specific.** Generalized feedback can often be frustrating and ineffective at bringing about change. Instead, focusing feedback on specific actions, tasks or behaviors can provide a better roadmap to success. (rao) 2) **It is focused on actions rather than individuals.** Saying a person is lazy does not provide constructive feedback, however, pointing out how certain actions might not reach full potential and how other actions might help are much more effective. (rao)

1) **Express feedback in positive ways:** There is nothing wrong with constructive criticism, but it doesn't motivate me to learn if I see feedback that is only addressing the things that have been done wrong. It is important to phrase feedback on things to improve in a proactive way. 2) **Clear and explicit**: In order to make sure that learning takes place it is imperative to give explanations for questions or suggestions when giving feedback. If you don't know how to change something than how can you do it? (Erin R.)

1) based on __**trust, honesty, and concern**__. This is very important, as the facilitator has a responsibility in the learning environment to exhibit genuine caring for the learners and learning. Honesty can be the toughest part, and I have seen many teachers give too-high of marks for fear of hurting the learner when genuine learning requires honest assessment and a concerned, authoritative voice to progress. (John B.) 2) reflective in such a way as to __**inform future teaching practices**__ for the facilitator. Though the focus on learning and action is key, the feedback should also be valuable to the facilitator. For instance, if I am teaching a course and for a particular project assessment, I am finding that more than 3/4 of the students scored low on an important criterion, it would be wise of me to revisit the construction of the rubric, content presentations, and assignment details to search for a pattern that may have in some way steered the learner(s) from a more desired outcome. I could then make an action research attempt to boost scores and thereby produce more comprehensive learning in the next instance. (John B.)

1) Feedback must be given in a **__timely__** manner in order to be most effective. This is true whether the feedback is given for a completed assignment or one that is in progress. (Michelle K.) 2) Effective feedback is __**specific**__, citing particular examples so that the person receiving feedback knows you took the time to think about their work and that your feedback is genuine. (Michelle K.)

1) Feedback should be given about specific behaviors observed, rather than a value judgement of the person receiving the feedback. This helps the receiver to not take things as personally when feedback is negative or corrective in nature. (Kerensa E.) 2) Feedback should be specific and actionable - don't just say "Don't do this" without providing an appropriate direction for the receiver to go in. Telling someone they are doing something wrong without setting an appropriate alternate expectation will not lead to a positive result. (Kerensa E.)

1) Feedback should be IMMEDIATE. It should occur as close as possible to a desired (or undesirable) behavior. (J. Oren) 2) Feedback should be BRIEF. Make it clear and concise. (J. Oren)