Characteristics of constructive feedback

Informative
Identifying strengths, weaknesses and ways to improve
Criterion-referenced
Relating to subject objectives
Motivating
Giving encouragement whenever possible
Timely
As soon as possible

SOME USEFUL GUIDELINES FOR GIVING FEEDBACK
• A continuous process in teaching and learning
• Return all assessment scripts to students
• Clear and precise comments to individual student work
• Include both positive and critical comments
• Be constructive, give advice on how to improve
• Be organised in giving feedback e.g. separate / structure feedback sheet in relation to assessment criteria involved
• Open discussion and clarification of common mistakes or misconceptions
• Appropriately identify good performance for students to learn from each other
• Be communicative – provide opportunity for discussion with students
• Write legibly

Make sure that the feedback is also culturally sensitive to ensure non bias at all time. The more information is provided in the feedback the easier it is to plan future learning and or to plan and address the need for re-assessment when the learner is deemed “Not yet competent”. This is important as the moderator also need to see what happened when, where and how in order to validate the outcome of the assessment and the fairness thereof.

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