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Page Information : Being skilful in giving feedback
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Centre for the Advancement of Teaching and Learning
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Being skilful in giving feedback
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Page ID: 76393
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| Short Page Name | Being skilful in giving feedback |
| Description |
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.
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| Keywords |
structure forms course unit required different title varieties good materials learning well-intentioned allowed advice student question sidetrack point descriptive non-judgemental sharing means information ownership potential problem evaluate honest support useful methods reflect postgraduate guide itl provided balanced insert edition second supervision honours array principles subtlety observed observation apply case provide direct 143 either lost positive personality impact segment cause unsure performance points morale possibilities build negative likely change historical rather 1998 peer focus teaching palmer needs feel inadequate receiving person called improvement example san francisco education higher issues jossey-bass teach remains solution 593 574 courage seeking might specific examples perspectives traits tend ramble lecture face journal improve practice quot
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http://www.catl.uwa.edu.au/page/76393
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http://www.catl.uwa.edu.au/page/76393
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Issues of Teaching & Learning
Volume 11 2005 - Issues of Teaching & Learning
Issues of Teaching and Learning, 11(3)
Being skilful in giving feedback
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Today's Date is Tuesday, 24th November 2009 |
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Fri, 05 Aug 2005 15:19:43 +0800
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Fri, 05 Aug 2005 15:19:43 +0800
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Fri, 05 Aug 2005 15:19:43 +0800
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