Evaluation and Feedback

1. Evaluation and Feedback

2. some definitions • Assessment = making the observation -”sitting next to” • Evaluation = assigning value - not grading’ uses words - based on goals - diagnoses what “step” they’re at

3. some definitions • Feedback = “course correction” - not feeling good - based on evaluation - get them to “next step”

4. Diagnosing the Learner:goals (“analytic”) • attitudes • skills • knowledge

5. Barriers?

6. Barriers • I don’t have time to sit down and do this. • Am I being fair? • Is my evaluation reliable? • Will my feedback be well received? • How will my eval be used?

7. The 5 Elements of Effective Feedback • Create a Safe Environment • Articulate Common Goals and Objectives • Give Effective Feedback • Receive Feedback Non-defensively • Achieve a Mutually Satisfactory Outcome

8. Creating A Safe Environment • State the purpose of the interaction • Check for time and place • Make clear that this is not a punitive but an interactive process • Focus on problem solving • Be open and accepting of feedback yourself • Accept receiver’s disagreement, i.e. agree to disagree

9. Articulating Common Goals and Objectives • Orient the learner to your expectations • You can’t get to your target if you don’t know where you want to be

10. Giving Effective Feedback • Use non-threatening language • Focus on specific patterns or behaviors that are components of the goals and objectives • Be descriptive not judgmental • Use “I” messages • Use the PNP approach: positive or personal, negative, positive

11. Giving Effective Feedback • Use transitional statements such as “at the same time,” “in addition,” “rather than “but,” or “however.” • Stick to the subject under discussion, and don’t allow yourself to be distracted from it. • Don’t monologue, ask for feedback and give receiver a chance to respond. • Give feedback in as timely a fashion as possible

12. Receiving Feedback non-Defensively • Perceive feedback as potential learning tool, not a criticism or attack. • Manifest receptive body language • Avoid defensive response, even if feedback is perceived as inappropriate. - Ask for clarification or specific example - Ask for specific ideas about how issue can be resolved - Use active listening skills: rephrase, paraphrase

13. Receiving Feedback non-Defensively • Keep ego separate from behavior • All feedback is a reflection of the sender’s mood, perceptions and personality • Making mistakes is human • Present perceptions and avoid excuses • Focus on the issue at hand.

14. Tools • Microfeedback-case by case • Macrofeedback- formative • Summative Evaluation

15. Tools • Ask: How am I doing as a teacher? • Ask: What are your strengths/weaknesses • Tell: Summarize your observations and ideas • Ask: What is the take home message? What steps are you going to take?

16. When Feedback is Hard • Remind Learner of Expectations and Goals • Stress that improvement is possible • Review the data and examples that support your conclusions • Help them identify an action plan • DOCUMENT