Evaluation and Feedback
some definitions
• Assessment = making the
observation
-”sitting next to”
• Evaluation = assigning value
- not grading’ uses words
- based on goals
- diagnoses what “step” they’re at
some definitions
• Feedback = “course correction”
- not feeling good
- based on evaluation
- get them to “next step”
Diagnosing the Learner:
goals (“analytic”)
• attitudes
• skills
• knowledge
Barriers?
Barriers
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I don’t have time to sit down and do this.
Am I being fair?
Is my evaluation reliable?
Will my feedback be well received?
How will my eval be used?
The 5 Elements of Effective
Feedback
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Create a Safe Environment
Articulate Common Goals and Objectives
Give Effective Feedback
Receive Feedback Non-defensively
Achieve a Mutually Satisfactory Outcome
Creating A Safe Environment
• State the purpose of the interaction
• Check for time and place
• Make clear that this is not a punitive but an
interactive process
• Focus on problem solving
• Be open and accepting of feedback
yourself
• Accept receiver’s disagreement, i.e. agree
to disagree
Articulating Common Goals and
Objectives
• Orient the learner to your expectations
• You can’t get to your target if you don’t
know where you want to be
Giving Effective Feedback
• Use non-threatening language
• Focus on specific patterns or behaviors
that are components of the goals and
objectives
• Be descriptive not judgmental
• Use “I” messages
• Use the PNP approach: positive or
personal, negative, positive
Giving Effective Feedback
• Use transitional statements such as “at the
same time,” “in addition,” “rather than
“but,” or “however.”
• Stick to the subject under discussion, and
don’t allow yourself to be distracted from it.
• Don’t monologue, ask for feedback and
give receiver a chance to respond.
• Give feedback in as timely a fashion as
possible
Receiving Feedback nonDefensively
• Perceive feedback as potential learning tool, not
a criticism or attack.
• Manifest receptive body language
• Avoid defensive response, even if feedback is
perceived as inappropriate.
- Ask for clarification or specific
example
- Ask for specific ideas about how
issue can be resolved
- Use active listening skills: rephrase,
paraphrase
Receiving Feedback nonDefensively
• Keep ego separate from behavior
• All feedback is a reflection of the sender’s mood,
perceptions and personality
• Making mistakes is human
• Present perceptions and avoid excuses
• Focus on the issue at hand.
Tools
• Microfeedback-case by case
• Macrofeedback- formative
• Summative Evaluation
Tools
• Ask: How am I doing as a teacher?
• Ask: What are your strengths/weaknesses
• Tell: Summarize your observations and
ideas
• Ask: What is the take home message?
What steps are you going to take?
When Feedback is Hard
• Remind Learner of Expectations and
Goals
• Stress that improvement is possible
• Review the data and examples that
support your conclusions
• Help them identify an action plan
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