The questions that often arise surrounding feedback are typically: How do we get feedback? When should we seek feedback? What do we do with the feedback we’ve received? These are important questions. But, before attempting to answer these questions, let’s take a moment and reflect on feedback.Providing feedback to students is important. Chickering and Gamson (1987) stated that “knowing what you know and don’t know focuses learning” (p. 5). The focus on learning, for both student and faculty, has the potential to improve learning and teaching. For improvement to take place, there must be some form of communication, of dialogue, of feedback between student and teacher. Feedback that improves learning clearly communicates to the student what is right and what is wrong (Gagne, Briggs & Wager, 1988).
Students who know what is right, wrong, and how to improve performance can focus their learning. Through good, constructive, personalized and educative feedback, students can focus (
Give students feedback. Let them know regularly what they are doing well. Share with them how they can improve themselves. Taking the time and effort to provide feedback can have unexpected results … students becoming more engaged in their learning, asking questions about the curricular content, and learning.
Chickering, A. W., & Gamson, Z. F. (1987, March). “Seven principles for good practice in undergraduate education.” American Association for Higher Education Bulletin, 39(7), 3–6.
Davis, B. (1993). Tools for teaching.
Gagne, R., Briggs, L., & Wager, W. (1988). Principles of instructional design. (3rd Ed.).