Test Marking: Session Feedback
Feedback is an essential part of learning but the process must be balanced.
A pupil needs to have a clear picture of how they are doing, against their learning objectives, throughout the lesson. They should be encouraged when performing well and coached when a problem or learning opportunity occurs. However, a constant stream of words, however technically accurate, given at an unsuitable time may be de-motivating or actually dangerous. Sitting quietly and saying nothing can also be a very powerful form of feedback in some situations.
All feedback should be relevant, positive and honest. It is not helpful if the pupil is given unrealistic feedback which creates a false sense of their own ability. Where possible, feedback should not be negative. Rather than saying somebody has a weakness, consider expressing it as a learning opportunity. However, if they need to be told something is wrong or dangerous there is no point in waffling. The pupil should have a realistic sense of their own performance.
Feedback is a two-way street. It should, ideally, be prompted by the pupil with the PDI responding to the pupil’s questions or comments. The pupil’s feedback should never be overlooked or disregarded.
Indications that all the elements of competence are in place could include:
providing feedback in response to questions from the pupil
seeking appropriate opportunities to provide feedback that reinforces understanding or confirms achievement of learning objectives
providing feedback about failure to achieve learning objectives that helps the pupil achieve an understanding of what they need to do to improve
providing feedback that the pupil can understand
providing consistent feedback that is reinforced by body language
Indications of lack of competence include:
providing feedback a long time after an incident so that the pupil cannot link the feedback to what happened
providing feedback that overlooks a safety critical incident
continuously providing feedback when this may be distracting the pupil
failing to check the pupil’s understanding of feedback
providing feedback that is irrelevant to the pupil’s learning objectives, for example commenting on their personal appearance
refusing to hear reasonable feedback about the PDI’s own performance
Next: Dealing with questions...