How can you give specific and actionable feedback?

La retroalimentación específica y procesable debe partir de datos relacionados al tema a tratar que sean inferenciados de manera propositiva para el colaborador. Este proceso debe tener una etapa de edificación, seguida de la identificación de la oportunidad para concluir con los compromisos. Si estos pasos estan asociados a metricas o datos, será mucho más sencillo para el colaborador poder ir identificando sus avances y no tener que esperar un siguiente ciclo de retroalimentación para validar o desestimar sus avances. No se pretende que lo cuantitativo sea solo lo útil, debe ir de le mano con lo cualitativo, pero la operacionalización de los primero permite aterrizar de manera adecuada estos procesos.

Be Sincere in your effort ! Commitment with the task is important to me. I have always experienced that if somone is sincere to his task and the efforts being made for the task has always been successful.

I think there are too much spoon feeding and not allowing the students to think for themselves We should asked the students what do they understand of the task

Feedback on concrete quantifiable tasks is not the same as for written or spoken expression. Clear, persuasive communication of thought depends on mastery of subset skills AND a qualitative 'X ' factor. --Use 'real' everyday words in your feedback. Abstract or generic language does not help! --Attend to what each student is trying to say, walk them through what they've written. --Focus on the best part of their draft, even if there’s only one compelling thought or sentence. --Did they find the heart (X factor ) of what they are trying to say? If not, more brainstorming on their own, or with you. --Make sure you communicate that each draft they write is an act of faith in their ability to get better.

When conducting a class give clear directions on how a student can communicate with me. Do this at the first class meeting Always be approachable to the students. Reinforce during every class on how a student may contact me away from class. Stay consistent with communicating to all class members. If a student is not showing up class or falling behind in work contact that student immediately. Grade exams and papers on a weekly basis. Give the student real time feed back and post the grades weekly.

Giving feedback that targets the task and process fosters student ownership over learning and growth, viewing competencies as developing through effective strategy use, not fixed abilities. This approach underscores that outcomes depend on malleable factors students can control. Non-evaluative feedback on suboptimal processes empowers metacognitive realizations about improving ineffective tactics. Such realization-driven self-regulation aligns with growth mindset tenets in education. Praise should extol strategies over intelligence so setbacks inform rather than demoralize. Students build competencies by monitoring and refining work processes. Further perspectives could examine resultant self-efficacy and motivation.

Infelizmente, poucos são os gestores verdadeiramente aptos para fornecer o devido feedback aos seus liderados. Isto implica dizer que, mais do que nunca, os feedbacks devem enfocar tarefas e processos (e não pessoas e suas características). Se esforce em ter um bom processo e, consequentemente, você terá uma equipe fidelizada à empresa.

1. Each student is unique and has a bare minimum of one creativity. 2. Varies from one student to another. 3. Enhancing the creative mind of the student, by giving tasks like discussion, pictorial representations, role models, Group activity, plays, short stories, etc.

Temos que saber discernir a tarefa e o processo solicitado da pessoa que o fez...ainda acontece muito de misturarmos as impressões pessoais com o que foi realizado especificamente nessa tarefa, e isso contamina o feedback.

Revisar el trabajo realizado y consultar por qué han elegido esa metodología o ese enfoque, aportarles otros enfoques que pueden complementar su trabajo o mostrarles líneas de trabajo similar en otra dirección sin insistir en que hay una correcta, sino dejando que el estudiante vea qué aporte sirve a su trabajo iniciado y decida incorporarlo por sí mismo.

At the European University Institute, we follow a few guidelines when giving feedback on writing to make sure it truly benefits the receiver: - structure your feedback according to the 'sandwich' method: start with what you liked about the piece of writing. Then, proceed to what raised your questions/ what was unclear/ what you'd suggest to improve. Finish again with something positive. - say what exactly worked and what exactly didn't. Instead of simply 'I enjoyed reading this' say 'I enjoyed reading this because the text really flows, this is especially evident in the transition phrases' and the like. - make sure you comment on the writing, not the writer.

El lenguaje coloquial ayuda a complementar lo especificado con lenguaje académico. Hacer uno mismo la pregunta de ¿por qué este trabajo fue por acá y no por otro rumbo? No solo genera una autoevaluación, sino que que fortalecen las decisiones tomadas. Siempre la recomendación de incorporar otros materiales debe ser eso: una recomendación. También se puede volver a revisar el criterio de evaluación: "no estás incorporando las fuentes de la manera que solicita la consigna de trabajo. Te recomiendo revisar esto porque es un criterio de evaluación"

Being specific and actionable resonates with the ability to clearly breakdown complex statements into comprehensive key points. In this context, objectives are clearly defined and simple actionable tasks are well understood. When clarity and simple terms are used, feedbacks become concise and specific. This would be a more progressive approach on feedback mechanism.

Any proposed amendments require that actionable does mean capable of being actioned. There is no point saying ‘you need to read the relevant literature and make more effective use of it” if the deadline for submitting the revision is in a few days and access to that literature is very difficult.

Feedback should be simple and crisp. It should highlight both positives and negatives ( in a positive way) so that an individual should not be offended. For example: in the case of a Science Activity.. If the student has not shown the illustration, but only literature is available, you can probe from the student itself, in what better way he/she can represent this.. Rather to simply say the illustration is missing.. Probing is very important for students.. So, a negative comment can be made into a positive one which can develop a sense of cognition in the students

This could be dealt with well if more and more tutors focus on formative feedback. In a world dominated by exam based education systems, summative feedback is usually the choice. Learning to give formative feedback will help sandwich the two. That way you learn the actual vocabulary to use, that is neither negative nor condescending and still amplifies the effective way of making the work better. This isn't limited to just grading assignments, often times it becomes a habit and you'll find yourself using the same words, sentences and vocabulary in your oral commentary or feedback too. All tutors, at every level, need proper training for this. Including individuals at workplace where they have to deal with subordinates or grievances.

Balancing praise and criticism in feedback requires nuance, as students may interpret comments differently based on their dispositions and contexts. Well-intentioned criticism meant to stimulate growth could discourage vulnerable students. Yet excessive validatory praise could foster complacency. Optimal feedback offers actionable advice for improvement stemming from a place of empathy, rather than judgment. Students should feel respected as developing individuals while guided to enhance their strategies. The solution lies in praise centered on efforts, resilience, and willingness to learn from mistakes rather than empty superlatives.

A mí me ha funcionado comenzar por resaltar lo positivo y plantear lo negativo como un aspecto a mejorar, sin utilizar la palabra "pero". Ejemplo: "tuviste una muy buena performance en cuanto a la calidad del trabajo que realizaste y además tienes posibilidad de continuar mejorando la cantidad de trabajo, para lo cual te sugiero que hagas..."

It is important that the student feels the task is achievable. Feedback should be formative and aimed at increasing the student's competence (or excellence). Feedback should be specific and actionable so the student does not become overwhelmed.

Yes, the all-too-common 'sandwich', as we have called it in education. Say what you like about it but it does help something negative go down easier. Start with a compliment, frame the criticism constructively, finish with a compliment, and always always ask if your student has questions or feedback for you. Demonstrating coachability is key. Some people have never seen that in action and need to see it in us!

Además de señalar las funciones y principios de la retroalimentación, que me parece muy importante, estimo que hay que enfatizar que, además de ser clara, precisa y oportuna entre otras características, ésta debe ser dirigida a cada estudiante atiendo a sus dificultades, que son únicas y personales, y por tanto, debemos generar distintas estrategias para llevarlas a cabo, que implican conocimiento, creatividad y tiempo para su ejecución. Las tutorías personalizadas me parecen una buena alternativa, entre muchas otras que debiéramos compartir.

En mi opinión las evaluaciones anuales no tienen utilidad y presentan sesgos muy importantes. Tampoco se puede ir a una evaluación semanal o diaria. Entiendo que cuando se consideran horizontes anuales, el período de evaluación más adecuado es cada 4 meses, de forma que se dé tiempo a corregir o ajustar acciones en caso de necesidad.

When giving feedback, it’s important to provide it in a timely manner. This can help the person make changes quickly and avoid repeating the same mistakes. Remember, giving feedback is a skill that takes practice.

One of the great advantages of e-learning is that it frees up time for the teacher who no longer needs to present the parts of the course that are available online. He/she can use this time to do personalized tutoring, in the form of discussions of about 10-15 minutes one-on-one with each of them, face-to-face or remotely. This is a very efficient way of knowing your students and providing them affective feedback if needed. If some of them happen to be at-risk, you can assist them individually via a personalized curriculum.

One time saving tip for providing timely feedback that I tell new isntructor is to create a grading rubric in advance. I provide this to students along with the assignment instructions so they know up front what criteria I will be using to assess their work. I then use this to assign points and provide feedback to students. This speeds up my grading process and helps cut down on any arguments from students about their score. I always include space to add comments for each sections of the rubrice so students get constructive notes from me along with their numeric score.

Instead of seeking feedback on some specific time. We can establish forums specifically for the feedback purpose and the participants can conveniently raise concerns and offer solutions in their opinion.

First, ensure absolute clarity on the work's purpose. A good review is only possible when the paper or task's aim is clear. Second, enhance the review process by being concise and specific. Identify what's missing or incorrect instead of instructing what to add. Aim to stimulate curiosity and critical thinking, not to handhold. Third, focus feedback on improving work quality, not establishing reviewers' expertise. Lastly, contrary to popular opinion, avoid unnecessary praise-criticism balance. Honest, direct, and constructive feedback is more impactful than sugarcoating and diluting the feedback.

Peer feedback is good for everyone. Those offering feedback learn how to give it constructively, and those receiving learn how to do so graciously and with an opened/curious mindset.

One of the main characteristics of online courses is that learners do not have direct contact with teachers and can only interact with them in a limited way. They cannot therefore question them immediately when they have doubts or questions. It is therefore fundamental, when designing an online course, to plan multiple self-assessment activities so that each learner can check his/her understanding of the concepts presented to him/her. These activities should be proposed after each new video or course page. It is not necessary that the grades obtained be recorded. It is even preferable that only the learner knows about them so that he/she does not fear that they will be used for his/her evaluation.

A autoavaliação é a melhor forma de promover o crescimento das pessoas ao seu redor, para que não dependam sempre de alguém avaliar se está certo ou errado, criando dependência. Para pessoas mais independentes, ativas e com a autonomia cada vez maior, precisamos que eles aprendam a se avaliar, se deram realmente o que poderiam, se realizaram de forma protocolar, e se observam seus erros em cada passo dado. Incentivar é orientar, orientar é ensinar, e ensinar é nossa função!

Often students have difficultly organising their material. Also they are daunted by the scale of what they are required to do, whether it is a five page (2,000 words) essay or a PhD thesis. I have recommended the ‘one page at a time’ process. The idea is that they make notes on one page to start. Then take one of these notes and develop that into a page. Then take part of that and develop it into a page. This way they are never faced with the task of working on a magnum opus. It also means that what they are writing has a structure that they understand. With a word processor sections can readily moved around, but they always know where they are in the system. (This is developed in more detail in Canter & Fairbairn ‘Becoming and Author’)

Giving specific and actionable feedback as a teacher is super important. One way to do this is by being specific about what the student did well and what they can improve on. Instead of just saying "good job," you can say something like "I really liked how you explained your reasoning in your essay. Next time, try to include more evidence to support your arguments." This way, you're providing clear guidance on how they can grow and improve

Sometimes we need to consider the medium of feedback. Written feedback is not always the most suitable format. If the student is struggling, consider arranging a meeting (video meetings are super easy to arrange) to find out what the barrier might be from the student's perspective. From that point, you can collaborate to identify what (if anything) you can do to help the student with their learning. It might help to think of it as a teaching and learning relationship. Sometimes the barrier is at the teaching end (confusing or inadequate resources, bland feedback) and sometimes it is at the learning end (learning difficulties, lack of internet access, no clear study space or time, cannot see the relevance of the task).

Feedback is a two-way exchange: on the one hand, the teacher discusses with the learners their progress and guides them during personalized discussions, which helps to develop their metacognition on their learning, and on the other hand, the learners share with the teacher their comments on the course, its modalities, the pace proposed, etc.

1. Teachers can create a game module, ( StarBoard) wherein students earn stars for each of his/ her doings.. The criteria will not be limited only academically.. Few criteria like: 1) Punctuality 2) Discipline 3) 100% attendance 4) Helping tendency 5) Attitude 6) Dressing 7) Class test Scores And many more to add.. At the end of the academic year, the student can given a prize/ gift/ scholarship based upon his or her star rankings. Many more games can be planned to improve and enhance the overall qualities within a student, to become a good citizen in the society.