Giving Feedback
What is important when giving feedback?
John Hattie, an education researcher, emphasizes several key principles for effective feedback: clarity, specificity, motivation, and guidance for improvement. Here’s how you can incorporate these principles into a peer feedback session.
Scenario: Peer Review of Resumes in Middle School
Context
Imagine a middle school class where students are learning to create resumes for future job applications, internships, or club positions. They have all completed a draft of their resumes and are now ready to engage in a peer review session.
Step-by-Step Guide Using Hattie's Feedback Principles
1. Clarity
Principle: Feedback should be clear and easily understood.
Example: Before the peer review session, the teacher explains what a good resume looks like by providing clear criteria. These criteria might include sections such as contact information, education, skills, and extracurricular activities.
Implementation: During the peer review, students will use a checklist based on these criteria. For instance, "Does the resume include a clear section for contact information?" This ensures that the feedback is focused and easy to follow.
2. Specificity
Principle: Feedback should be specific rather than general.
Example: Instead of saying, "Your resume looks good," a student might say, "Your skills section is well-organized, but you could add more detail about your responsibilities in the school science club."
Implementation: Students are encouraged to provide at least one specific compliment and one specific area for improvement. For example, "I really like how you listed your computer skills. However, you might want to specify what software you are proficient in."
3. Motivation
Principle: Feedback should be constructive and aimed at motivating the receiver.
Example: If a student sees that their peer has made an effort to include all necessary sections but some parts are weak, they could say, "You're off to a great start with including all the sections. With a bit more detail in your extracurricular activities, your resume will really stand out!"
Implementation: Encourage students to use positive language that focuses on growth. For example, "You've included a lot of great information. Adding a few more specifics about your leadership roles could make it even better!"
4. Guidance for Improvement
Principle: Feedback should offer actionable steps for improvement.
Example: Instead of just pointing out that something is missing, the student should offer a suggestion on how to improve it. For instance, "I noticed your resume doesn't have a skills section. You could add one and list skills like teamwork, problem-solving, and any technical skills you have."
Implementation: Students can be given sentence starters to help them frame their feedback constructively. For example, "One way to improve your resume might be to…" or "It would be helpful if you could add…"
Sample Peer Review Dialogue
Reviewer: "Hey Alex, I went through your resume and I think you did a fantastic job listing your education and contact information. Everything is really clear and easy to read. One thing that could make it even better is adding more details to your extracurricular activities. For example, you mentioned you are part of the debate team, which is great! You could add a line about what your role is or any major achievements. What do you think?"
Alex: "Thanks, that’s a good idea! I’ll add that I’m the team captain and we’ve won a few local competitions. Anything else you think I should work on?"
Reviewer: "Maybe just a bit more detail in the skills section. You listed 'computer skills'—maybe specify what software you’re good at, like Microsoft Word or coding in Python?"
Alex: "Got it, I’ll add that. Thanks for the feedback!"
By using Hattie’s principles, students can provide feedback that is not only constructive but also helps their peers understand exactly what they need to do to improve. This process not only enhances the quality of their resumes but also teaches them valuable skills in giving and receiving feedback.