*Giving Feedback

There are multiple reasons for giving feedback on work completed by students. These include correcting errors, strengthening student understanding through explanations, suggesting ideas for improvement of products and projects, and helping students further develop their skills. Although UTAs for Health Sciences courses are not used for grading, there may be other tasks you perform that may require you to provide feedback. Here are a few examples:

Example 1: During a peer review session, a student answers a question incorrectly or partially correctly. Correcting the response or error in thinking is critical to helping the student master the material.

Example 2: You have been asked to coach a group of students working on a group research project. As the group discusses their plans, it becomes apparent to you that the method they plan to use for their study is one that does not align with their research question.

Example 3: A student comes to your office hours for assistance. They have studied a lot and want to walk through some of the material they studied with you. As they explain what they think they know about a topic, it becomes apparent that they have some misunderstandings that make it difficult for them to correctly answer questions related to the topic.

Giving and receiving feedback can be uncomfortable. It is likely that all of us have experienced situations where we gave and/or received feedback that came off as discouraging. The following tips can help us improve our ability to give both constructive and encouraging feedback. Praise is motivational, so as much as possible, include specific positive comments along with constructive feedback.

1. Use a conversational tone that demonstrates understanding/appreciation for what the student attempted to accomplish. A conversational tone, rather than a tone of condescension, shows respect for the student regardless of their level of understanding. This applies to oral and written feedback.
2. Constructive feedback provides students with something specific on which they can act. Be clear about specific changes that could lead to an improvement. Explain your reasons. Rather than saying something like, "Your handout is disorganized," you might say, "I think your handout might be clearer if you organized it so that XXX came before YYY.".
3. Be specific about positive comments as well. For example, instead of making a comment like, "needs work" or "good job", explain what "it" is and why it needs work or why it is a good job. Saying something like, "Excellent layout. It really helps the reader to follow the connection you are trying to show between X and Y."
4. Phrase your feedback, when appropriate, using "I" sentences. For example, if you were confused by something that was said or written you could say, "I was confused by what you meant when you said XXX," or "I wonder what you gain by including this figure."
5. In situations when an individual or group makes a comment that is not fully developed but has potential, ask the student for elaboration, application, or continuation of the point.
6. Before correcting a response given by a student during a review session or individual help session, try restating their point to test your understanding. For example, "Do I understand correctly that you think that XXXX is the reason behind YYYY?" Be sure to use a tone of voice that conveys your sincere interest in understanding what they are saying.
7. Be sensitive to student pride and fears when providing constructive feedback. There is a lot at stake when they submit assignments, answer questions during a review session, explain what they are planning to do as a group project, etc.

*Note: Click on the hyperlink if you would like to download Giving Feedback Download Giving Feedback as a PDF.