Resource 18: How to Give and Receive Feedback (for students)

Giving and receiving feedback can be a very valuable learning device. It can make us more critically aware of our selves and our colleagues, more observant and, ultimately, move us towards becoming more effective group participants. But the feedback needs to be constructive and sensitive in order to be effective. The following is adapted from Bryan (2001).

An assessor or provider of feedback should:

• attempt to remove all personality clashes, likes or dislikes and be as impartial as possible
• use language which depersonalises the process but use the first person when offering a view e.g. "I notice that…" which means the comment is personally owned
• observe and listen with full attention
• try to preface potentially hurtful criticisms which might embarrass an overly sensitive performer with an encouraging comment about something s/he did well
• use his or her knowledge and understanding of the task to help frame any constructive criticism (this also helps to depersonalise the process)
• be aware when you or the person receiving feedback may be making conclusions based on assumptions
• ensure that only criticisms which will help the performer or group are voiced (Issues which the student may be unable to change or to deal with should be directed to the tutor/facilitator)
• be able to justify and stand by a given comment and/or grade
• be sufficiently flexible to modify the mark providing adequate contrary evidence is presented

Receiving feedback can be frightening as we may fear being ridiculed in front of our peers. Only feedback which can help individuals or groups to improve has any place within an educational context.

When receiving feedback you should:

•  listen carefully with an open mind
• concentrate on what is being said
• identify the key points
• check that you have understood what was said
• always pause for reflection before responding in any way
• compare what is being said with your own thoughts
• encourage more development of ideas through questioning if you think this would help the group to develop better collaboration in future
• make a note of uncomfortable or even threatening observations and try to reconsider this 'difficult feedback' at a later stage
• remember 'the audience is always right'

Checklist before reporting back to the group

• Remember that when you feedback observations about any performance, the performer is likely to feel vulnerable.
• Never offer personal criticism about which the group member(s) can do nothing.
• Try to be honest and tactful.
• Use language which enables people to learn and move forward.

References

Bryan, C. (2001) Presenting your case in Stott, R, Young, T. and Bryan, C. (Eds.) Speaking your Mind: Oral Presentation and Seminar Skills, Book 3 in the Speak-Write Series, Longmans pp106 - 122.

O'Sullivan, T, Rice, J., Rogerson, S. and Saunders, C. (1996) Successful Group Work, Kogan Page, pp.55- 78

Yeats, W.B. (1973) He Wishes for the Cloths of Heaven The Collected Works of W.B.Yeats (London, Macmillan) Poem written in 1899.