Respond By Day 6 To A Colleague By Choosing Two Of Their Ele
Respond By Day 6to A Colleague By Choosing Two Of Their Elements For P
Respond by Day 6 to a colleague by choosing two of their elements for providing feedback. Then offer examples of instructor feedback, and explain how it may or may not be effective in practice. Return to this discussion in a few days to read the responses to your initial post. Note what you have learned and/or any insights you have gained as a result of the comments your colleagues made. Be sure to support your responses with specific references to the Learning Resources. If you are using additional articles, be sure to provide full, APA-formatted citations for your references.
Paper For Above instruction
In this discussion, I will reflect on how effective feedback is in an educational setting by analyzing two elements: specificity and constructiveness. These elements are vital in ensuring feedback supports learner growth and enhances instructional quality. I will also provide examples of instructor feedback and evaluate their effectiveness based on current educational research.
Specificity in Feedback
Specificity refers to how clearly and precisely feedback communicates what is well done or what needs improvement. Feedback lacking specificity tends to be vague, such as compliments like "Good job" or criticisms like "Needs work," which provide little guidance for future improvement. Conversely, specific feedback highlights particular aspects of performance, making it actionable. For example, “Your thesis statement clearly articulates your argument, but the supporting evidence in paragraph three could be more detailed to strengthen your overall argument” offers precise, constructive guidance (Heathfield, 2021).
The effectiveness of specific feedback hinges on its clarity and precision. Learners benefit from knowing exactly what aspects to maintain or change, aligning with the principles of adult learning theory, which emphasizes autonomy and self-directed improvement (Knowles et al., 2015). In practice, instructors who employ specific feedback facilitate targeted revisions, thus fostering deeper learning and skill development.
Constructiveness in Feedback
Constructiveness pertains to the tone and focus of feedback, emphasizing growth and learning rather than mere criticism. Constructive feedback often includes suggestions for improvement and encouragement, which promote motivation and resilience. For example, “Your analysis lacks some depth. Consider integrating more primary sources to support your argument” is both critical and constructive, guiding the learner toward specific actions.
Research indicates that constructive feedback improves learner engagement and reduces defensiveness (Shute, 2008). When feedback is framed positively and focused on future possibilities, students are more likely to be receptive and motivated to improve (Hattie & Timperley, 2007). In practice, effective instructors balance honesty with empathy, ensuring that feedback fosters a growth mindset.
Examples of Instructor Feedback and Their Effectiveness
1. Vague and Non-Constructive: “Your paper is okay.”
Effectiveness: This type of feedback provides no guidance, likely leading to confusion or frustration. It fails to support improvement, reducing its effectiveness.
2. Specific and Constructive: “Your introduction outlines your main points well, but your conclusion could better synthesize your arguments. Consider revisiting your thesis and linking your main ideas more explicitly.”
Effectiveness: This feedback identifies specific strengths and weaknesses, offering actionable advice, making it more likely to be effective.
3. Overly Critical Without Guidance: “This is poorly written.”
Effectiveness: Such feedback may demotivate students, especially if no suggestions for improvement are provided.
4. Balanced and Specific: “Your analysis in paragraph four is strong, especially your use of statistical data. To enhance clarity, simplify some complex sentences and define technical terms for broader audiences.”
Effectiveness: This approach recognizes strengths, points out areas for improvement, and offers concrete strategies, aligning with best practices for effective feedback (Shute, 2008).
Conclusion
The elements of specificity and constructiveness are crucial in shaping effective instructor feedback. Specific feedback guides learners precisely where to focus their efforts, while constructive feedback fosters motivation and resilience. When combined, these elements lead to meaningful learning, improved performance, and higher student engagement. As educators refine their feedback practices, continuous reflection and alignment with research-based strategies are essential to optimize their impact.
References
Hattie, J., & Timperley, H.. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112.
Heathfield, S. M. (2021). The importance of specific feedback in the workplace. Chron, https://work.chron.com/importance-specific-feedback-workplace-7566.html
Knowles, M. S., Holton III, E. F., & Swanson, R. A. (2015). The adult learner: The definitive classic in adult education and human resource development. Routledge.
Shute, V. J. (2008). Focus on formative feedback. Review of Educational Research, 78(1), 153-189.