UnitLearninng

tended Feedback
3.3 Outcomes: At the end of this chapter, the students are expected to:
1.

Intended Learning Outcomes: At the end of this chapter, the students are
expected to:

1. Explain the importance of feedback in effective learning process.

2. Determine the purpose of feedback.
3. Enumerate feedback strategies
4. Identify the characteristics of an effective feedback.
5. Provide feedback to trainees.

3.3.1 What is Feedback?

Feedback is a dialogue between people

which reflects back how other person sees
someone else behavior or performance. As
people we get feedback from the way people
react to us. As managers, coaches, trainers and
peers we may have more formal conversations
about performance, or how someone could carry
out an aspect of their job role more affectively.

3.3.2 The Role of Feedback in Learning

Learning involves the interaction of new information provided by instruction
with existing information already in the trainee’s memory. Feedback’s role in the
learning process is not simply information processing, but a more complex milieu with
feedback having an influence on the learner’s affective and motivational processes,
along with cues, participation and reinforcement as one of his four elements to
determine the quality of instruction. It is an important construct for improving
instruction and performance.

It is important for trainees to know how well they are doing as they learn. This is
because the knowledge that they are doing well gives trainees a sense of achievement
which motivates them to learn more. Similarly, it is also important to let trainees know
when they have made a mistake so that they will learn from it and take corrective
measures. Hence, it is absolutely essential tor trainers to monitor trainees learning and
give them feedback. Feedback can be given to individual trainee, to a group of them, or
to the whole class. It would be more efficient if the whole class can share in the
monitoring process and the feedback.

Feedback is an essential part of education and training programs. It helps

learners to 1) maximize their potential at different stages of training, 2) raise their
awareness of strengths and areas for improvement, and 3) identify actions to be taken
to improve performance. It is part of the overall dialogue or interaction between trainer
and trainee and not a one-way communication. Feedback can be seen as informal (e.g.
day to day encounters between trainer and trainee, between peers or colleagues) or
formal (for example as part of written or clinical assessment). It is very important to
ensure that the feedback given to the learner is aligned with the overall learning
outcomes of the program/teaching session in which the learner is engaged.

3.3.3 Feedback in Competency-Based Learning

Feedback is vital to success of competency-based training, we all know that this
is a self-paced approach, continuous and instantaneous. The learning materials provide
the means for continuous progress checks. Results are known quickly, correction and
reinforcement are immediate. It
is giving specific information
about a trainee’s current
behavior in order to help
him/her either continue the
behavior or modify the behavior.

Providing regular
feedback to the trainee
regarding his/her work with you
is most powerful teaching toll a
trainer has. It is also the area
most commonly cited as lacking
when trainees evaluate trainers.
Quite simply, feedback is the
sharing of information about the trainee’s performance. The feedback should be specific
enough that the trainee understands which behaviors are appropriate and which ones
need to be changed. It is most meaningful when it is based on solid data obtained while
observing or interacting with the trainee. An experienced trainer who has worked on
developing this skill can incorporate feedback comfortably and quickly into regular
interactions with a trainee.

3.3.4 Purpose of giving feedback:

1. Provide basis for maintaining or improving performance

2. Provide forum for assessing need and planning additional experiences/activities

3.3.5 Types of feedback

Positive Feedback – serves to sustain behavior that is appropriate and effective.

Negative or coercive Feedback – serves to change behavior that is inappropriate

or ineffective.

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3.3.6 Feedback Strategies

Characteristics Purpose

Timing For students to get feedback while they

are still mindful of the learning target.
For students to get feedback while there is
still time for them to act on it.

Amount For students to get enough feedback so

that they understand what to do but not
so much that the work has been done for
them (differs case by case).
For students to get feedback on
“teachable moment” points but not an
overwhelming number.

Mode To communicate the feedback message in

the most appropriate way.
The following tools provides written
feedback about trainee’s performance:
Answer Key
Accomplished Performance Criteria
Checklist
Evaluate Feedback (Examination Result)
Progress chart
Achievement Chart
Trainees record book

Audience To reach the appropriate students with

specific feedback.
To communicate, though, feedback, that
student learning is valued.

Focus To describe specific qualities of the work in

relation to the learning targets.
To make observation about students’
learning processes and strategies that will
help them figure out how to improve.
To foster student-efficacy by drawing
connections between students’ work and
their mindful, intentional efforts.

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 To avoid personal comments.

Comparison Usually, to compare student work with

established criteria.
Sometimes, to compare a student’s work
with his or her own past performance.
Rarely, to compare a student’s work with
the work of other students.

Function To describe student work.

To avoid evaluating or “judging’ student
work in a way that would stop students
from trying to improve.

Valence To use positive comments that describe

what is well done.

To make suggestions about what could be

done for improvement.

3.3.7 Characteristics of an Effective Feedback

1. Relates performance to the standards

Shows how the performance compares to the standard, exemplar or goal

(John, your session plan did not include the learning objective as shown here in the
standard session plan)
2. Relates performance to strategies

Give trainees feedback about how well they apply specific strategies or steps
(John, you set up the table correctly, I can see that you followed the guidelines in setting
up the table)
3. Indicates progress

By placing the feedback in the context of previous expected performance

(Mona, your session plan has improved by showing logical sequence in your
presentation. Now you need to improve in developing your information sheet)
4. Indicates corrective procedures/action

Corrective action is pragmatic and possible. It gives students specific actions in which
they can manage to improve (you have made errors in presenting your modules of
instruction. Please refer to module #l and review how it should be presented)

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 5. Is given frequently & immediately

Provide more frequent, immediate feedback when you:

• Develop or select activities with built-in opportunities for feedback;

• Go around to monitor individual work making comments to trainees’
performance;
• Provide examples and directions to trainees so they can self-assess
• Use examples of ongoing trainee's work to show all trainees mistakes and
corrections
• Use techniques during discussion to monitor the progress of all learners

6. Is specific and descriptive

If your feedback is not specific and descriptive, it will not be helpful to the trainee. It will
only communicate a sense of goodness or badness to the performance of the learner
(Mario, I want the way you develop your information sheet because it is very
informative)
7. Focuses on key errors

It is best to determine what the most significant error is or what changes will be most
helpful to the learner
8. Focuses on effort attribution

Effort attributions are helpful because they help establish a positive self efficiency that
communicate an ability to do work successfully. It is specifically important for low
performing trainees. Too often, these participants develop attribution that they are
successful for some external reason (luck, trainors help, co-trainees assistance)

3.3.8 Guidelines for Providing Constructive Feedback

• All comments should be based upon observable behavior and not assumed
motives or intents.

• Positive comments should be made first in order to give the trainee confidence
and gain his/her attention.
• Language should be descriptive of specific behaviors rather than general
comments indicating value judgments.
• Feedback should emphasize the sharing of information. There should be
opportunities for both parties to contribute.
• Feedback should not be so detailed and broad. It should not “overload” the
trainee.
• Feedback should deal with the behaviors the trainee can control and change.
• Feedback requires the ability to tolerate a feeling of discomfort.

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3.3.9 Praise

Is a type of feedback that is very helpful to the trainee when it draws attention to the
trainees progress and performance in relation to standards. As trainer, we should often
use praise to our trainees performance so that he/she will be motivated to do the
activities consistently and with quality.

Do's and Don'ts of Effective Praise

DO'S DON'T
• Focus on specific accomplishment • Focus on general or global
• Attribute success to effort and achievements
ability • Attribute success to luck or other's
• Praise spontaneously help
• Refer to prior achievement • Praise predictably
• Individualize and use variety • Ignore prior achievement
• Give praise immediately • Give the same praise to all students
• Praise correct strategies leading to • Give praise much later
success • Ignore strategies
• Praise accurately with credibility • Praise for under performance
• Praise privately • Praise publicly
• Focus on progress • Focus solely on current performance

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Module 3 (Prof Ed 324) Name: ____________________________________________
Activity No. 3.3 Program/Year: ____________Date Submitted: ___________

SELF CHECK
Instruction: Answer each question briefly and responsively.
1. Why is it important to give feedback to trainees?

2. What are the different types of feedback?

3. Enumerate the 8 characteristics of an effective feedback?

Activity

Instructions: Answer or give what is/are asked in the following:

1. Assume that you have a trainee in an establishment undergoing his/her On-

the-Job Training.

2. Craft a narrative form of feedback, may it be a positive or negative feedback.

This means that you have to a memo towards the trainee as a form of feedback.

3. Refer to the attached memo and rubric for memo as guide.

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Module 3 (Prof Ed 324) Name: ____________________________________________
Activity No. 3.3 Program/Year: ____________Date Submitted: ___________

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Module 3 (Prof Ed 324) Name: ____________________________________________
Activity No. 3.3 Program/Year: ____________Date Submitted: ___________

Memo Evaluation Checklist

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