Educational philosopher John Dewey argued that true learning emerges only when experience is critically reflected upon, a view that modern research on feedback strongly supports. We know that feedback (required for reflection to take place) is pivotal to the learning process. Feedback structures invite learners into self-reflection and help them develop new strategies for future challenges.
The methods for providing leaner feedback can be categorized based on how and when feedback is given, what the goal of that feedback is, and who is providing the feedback. Below are key categories to consider when designing your feedback process.
Formal feedback is documented and presented through mechanisms such as objective-structured assessments, grades on exams, and comments on written assignments. Informal feedback is impromptu and unstructured, often arising from interactions in a classroom, a clinical setting, or a one-on-one meeting with an instructor.
Ideally, learners will receive both kinds of feedback on an ongoing basis. While informal feedback is likely to be timely and can help learners immediately reflect on their performance, formal feedback is typically more thorough and includes specific recommendations for growth. A platform like Elentra can help learners, instructors, and staff with various feedback processes by making it easy to access assignments, quizzes, and assessments in a single place.
Formative feedback focuses on how learners can grow over time. Since the goal is to encourage self-directed learning, learners may be given the opportunity to practice or resubmit their work. Formative activities are typically not graded and might include interactive classroom activities, homework, and in situ assessment tools.
Summative feedback measures learning against specific benchmarks. The goal is to determine how much a learner has mastered at the end of a class, unit, or topic. Summative assessments are typically graded and may come in the form of a final exam, project, research report, or formally scheduled objective assessments.
Corrective feedback identifies opportunities for improvement. Well-constructed corrective feedback provides clarity on where a misstep occurred and how to take steps toward improvement.
Affirming feedback recognizes that learners need to hear what they are doing well to reinforce desired behavior and provide ongoing motivation to learn and grow. Useful affirming feedback is specific, not just a general self-esteem boost. It highlights a learner’s knowledge, demonstrated skills, and marked improvements.
A strategy like the "compliment sandwich" can help integrate the positive and negative in a way that is digestible. Start with an affirming observation (compliment), introduce the area for improvement (correction), and end by affirming that the learner has the ability to improve by taking concrete steps (compliment).
While ongoing feedback from instructors is critical, receiving formal evaluations from other learners and creating space for self-reflection can be equally important to the learning process.
Peers may notice things that instructors do not and can provide unique perspectives on how they have tackled similar challenges. Peer feedback can come through informal assessment tools or even a summative component of a final assessment.
Self-evaluations can provide much-needed space for learners to reconnect to their learning objectives and commit to an action plan for growth. Since learners can be particularly self-critical, self-evaluations should offer a clearly defined set of criteria. Self scores can even be reviewed alongside instructor scores, allowing for richer discussions between learners and their instructors. One option to achieve this is to make self-reflection a required component of portfolio tasks that learners regularly review with their advisors.
Elentra provides an easy way to administer and review faculty, peer, and self assessments across your program. To learn more about the tools available through the Elentra platform, contact us today.