Feedback To Learners

Candidates require feedback in order to grasp their own performance and in order to improve. Teachers have the responsibility of ensuring that their learners receive adequate feedback which is constructive in nature.

The ‘layer cake’ principle can be applied when giving feedback which splits the areas into three different sections:

1.) Positive Elements (Top)

Starting on a negative foot runs the risk of upsetting a learner or at worst could cause an argument. Instead it is best to pick out the positives of the learners work. This could be the way they handled group questions in a discussion on the high quality of their referencing in an assignment. Positive feedback is a good way of increasing confidence.

2.) Areas for Development (Middle)

Starting off on a positive note may be important but this does not mean to say that all feedback has to be positive. Learners will not progress unless their weaknesses are spotted and they are given an opportunity to improve. Teachers have the benefit of observing from an external perspective and may pick up on areas of improvement that the learner themselves cannot see.

3.) Reinforce (Bottom)

It is always beneficial to finish on a high and reinforce the positive points of the learners work. This can leave them with newfound confidence and provide inspiration to continue to work hard.

Below are some examples of different ways of giving feedback:

• Verbally
• Written
• Group Discussion
• Immediately after an assessment (i.e presentation)

Learners do need to feel motivated; however by the conclusion of their feedback they must walk away knowing what they have done wrong and with a plan to improve in the future. In essence the teacher is responsible for being honest and has to use their own teaching skills to get the best out of individual learners.