Feedback Types of feedback ADE course classroom assessment prepared by Zulfiqar Behan

1. Feedback Types of feedback
Prepared by
Zulfiqar Behan

2. Feedback
The term feedback is often used to
describe all kinds of comments made
after the fact, including advice,
praise, and evaluation. Basically,
feedback is information about how we
are doing in our efforts to reach a
goal. Feedback is information given
to the learner and/or the teacher
about the learner’s performance
relative to learning goals.

3. Basic feedback
 “Feedback refers to information describing
a student’s performance in a given activity
that is intended to guide their future
performance in that same or in a related
activity. It is a key step in the acquisition of
clinical skills.*”
* Ende, J. MD, Feedback in Clinical Medical Education, JAMA 1983; 250:777-781

4. feedback

5. Types of Feedback
 · Types of Feedback Depending upon
the nature of feedback it may be of
different types, such as
 Feedback Positive Feedback Negative
Feedback Non-verbal Feedback Verbal
Feedback Quantitative Feedback
Qualitative Feedback Oral Feedback
Written Feedback
 Cont///

6. Positive feedback

7. Constructive feedback
 Constructive feedback is
information-specific, issue-focused,
and based on observations. It comes
in two varieties: Praise and criticism
are both personal judgments about a
performance effort or outcome, with
praise being a favorable judgment
and criticism, an unfavorable
judgment.

8. Characteristics of Constructive
 Characteristics of Constructive
Feedback •Specific rather than
general •Focused on the behaviours
rather than on the person •Considers
the needs of the receiver. •Directed
toward changeable behaviors . •Well
timed. •Given in limited amounts.
•Well thought out before being
offered.

9. Ruth Butler Feedback Research
Ruth Butler (1988) investigated the effectiveness of different kinds of feedback on 132 sixth-grade
students in twelve classes in four schools in Israel. For the first lesson, the students in each
class were given a booklet containing a range of divergent thinking tasks in which students
were asked to identify unusual uses for familiar objects (Torrance, 1962). At the end of the
period, their work was collected. Researchers and teachers working independently then
graded this work. At the beginning of the next period, two days later, the students were given
feedback on the work they had done in the first period. In the first classroom in each of the
four schools, students were given scores. In the second classroom in each of the four schools,
students were given comments, such as “You thought of quite a few interesting ideas; maybe
you could think of more ideas.” In the third classroom in each of the four schools, the students
were given both scores and comments. Then the students were asked to attempt some similar
tasks and told that they would get the same sort of feedback as they had received for the first
lesson’s work. Again, the work was collected and scored. Those given only scores made no
progress from the first lesson to the second- their work was no better. Those who received
high scores wanted to continue; those who received low scores did not. The students given
only comments scored, on average, 30 percent higher on the work done in the second lesson
than that done in the first and all those students indicated that they wanted to carry on doing
similar work. The effect of giving both sores and comments was the same as the effect of
giving scores alone. Giving scores alongside comments completely washed out the beneficial
effects of the comments. Students who got high scores didn’t need to read the comments, and
students who got low scores didn’t want to. If teachers are providing careful diagnostic
comments and then putting a score or a grade on the work, they are wasting their time.

10. Butler (1987) conducted another study with 200 fifth and sixth grade
students in eight classes. Students spent a period working on a variety
of divergent thinking tasks. Again, work was collected and students
were provided with one of four kinds of feedback two days later.
In two classes, the students were given comments.
In two classes, the students were given grades.
In two classes, students were given written praise.
In two classes, the students were given no feedback at all.
The quality of the work done in the second period was compared to
that done in the first. The quality of the work of the students who
were given comments had improved substantially compared to their
work in the first period, but those given grades and praise had made
no more progress than those given absolutely no feedback on their
work.