I personally prefer to receive and give verbal feedback as it allows for the opening of the two way communication process and enables the teacher to ensure that the student/s understand and can ask questions. Where possible this should be supported in written form to enable evidence and enable the learning point to be revisited by the teacher and student. The process I prefer to follow when giving feedback is:
1. Ask the student how they think the exercise went or how they did?
2. Would they do change or do anything different the next time?
I have found this method to be particularly successful as it places the recall of the work/exercise into the students hands and usually leads to them ticking off the majority of the points I would have informed them they could/must do differently the next time. When the student misses a point there will usually be an opportunity to add it into the feedback when replying to what they have said. This method of feedback does of course call on all the effective listening skills and the close monitoring of body language to ensure no barriers are put up. I also consider whether the feedback should be, one to one, in pairs, groups or peer feedback.
With written feedback you should give your students a deadline for when you would like your work handed in and let them know when they will receive their feedback; this could also be verbal feedback. Try and encourage your students to ask you questions and be positive for areas for development. If you are marking the work try to avoid using words such as excellent or satisfactory as this doesn’t leave room for you to expand on your feedback or help the student for their development areas.
Gravells states (p86, 2006) “most people need encouragement, to be told when they are doing something well and why. When giving feedback it can really help the student to hear first what they have done well, followed by what they need to improve, and... [continues]
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