What Strategies can I use for Giving Students Feedback?

Professional Development Webinar Recording

In this Accellier Community Professional Development webinar we explored some basic strategies for providing feedback to students in Vocational Education and Training (VET).

Check out the recording.

General Principles of Giving Good Feedback

In the session we explored some frameworks and formulas which are good, but it’s important to remember you’re talking to another human being.

Applying these principles will help:

• Thank and acknowledge the student for their time and effort.
• Invite reflection.
• Highlight their strengths. What was done well, objectively, in relation to the criteria?
• Improvement. Explain, objectively, where performance met the criteria, but could improve.
• Development. Explain, objectively, where performance did not meet the criteria and why.
• Encourage. Build confidence. Offer actionable strategies for improvement.
• Invite questions/clarification.

Models for Feedback

We explored some models that can be used for feedback such as Pendleton’s Feedback Model and the STAR model. STAR, for example, is where you offer specific, actionable feedback linked to observable behaviors and outcomes, explaining:

• Situation. The situation in which the behavior occurred.
• Task. The task or objective the person was working toward.
• Action. The specific actions or behaviors observed.
• Result. The impact or outcome of those actions.

What do you want from your feedback?

Get clear on the reason for giving feedback and the outcome you want from it.

For example, do you want a candidate to demonstrate competency after an unsuccessful attempt? To build a learner’s confidence? Or let them know what they’re doing well?

Objective vs Subjective Feedback

In VET, we almost always aim for objective feedback.

• ⛔️ Subjective feedback is based on the observer’s personal feelings or opinion.
• ✅ Objective is based on facts being observed

To be objective in our feedback we:

• Compare the product or performance of the student against criteria.
• Comment on the ways in which the product or performance meets or does not meet the criteria.
• Communicate appropriately on what the candidate will need to do to meet the criteria.

Biases and Negative Influences

Toward the end of the session we looked at potential biases and negative influences to be aware of when giving feedback. These could be things like:

• Unrealistic expectations
• Bad mood.
• Dislike or frustrated with a student.
• People pleasing.
• Wanting to be liked.
• Fear of getting bad course feedback.
• Tired. Over it. (The 37th assessment for the day!)
• Lack of time.
• Wanting to paint a positive picture for audit/validation/personal performance.
• Funding pressures.

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