Being skilful in giving feedback

Brinko (1993) found that feedback is particularly effective if it is given to a teacher by a colleague of lower or equal status who is perceived as credible and well-intentioned. However, providing feedback does not come naturally, and many people shy away from it because of embarrassment, a previous bad experience, or lack of confidence in their ability to deliver feedback.

Peer feedback can take different forms. It can focus on the structure of the unit/course, on the learning materials and methods which support it and/or reflect on postgraduate/ honours supervision. A useful guide to giving feedback, called "Peer Feedback on Teaching", is provided as an insert to this edition of ITL. A second way to provide feedback is from direct observation of teaching. Palmer (1998) observed that "there is only one honest way to evaluate the many varieties of good teaching with the subtlety required: it is called being there" (p. 143). In either case the same principles of giving feedback apply.

Feedback needs to be balanced. Positive feedback will build confidence and morale. Negative feedback is more likely to have an impact on performance, as it points to possibilities for improvement. Feedback needs to be specific and focus on examples rather than personality traits. For example, "You tend to ramble" may cause the person receiving this feedback to feel inadequate and unsure of what, and how, to change. A more effective way of providing the feedback would be: "In the segment on historical perspectives, you allowed the student's question to sidetrack you and at this point the lecture lost focus." Feedback is most effective if it is descriptive, non-judgemental and a sharing of information rather than giving advice. This means the ownership of the problem, and the potential solution, remains with the teacher seeking the feedback.

What other issues might you face when giving feedback?

• Brinko, K. (1993). The practice of giving feedback to improve teaching. Journal of Higher Education, 64, 574 - 593.

• Palmer, P. (1998). The Courage to Teach. San Francisco, CA: Jossey-Bass.