What is feedback? According to Merriam-Webster online, feedback is “the transmission of evaluative or corrective information about an action, event, or process to the original or controlling source.”  Feedback gives learners valuable insights on the strengths and weaknesses of their work.  It also gives learners ideas for improvement when completing an artifact or performing a task.

What is considered “high-quality” feedback?  High-quality feedback is timely and constructive.

Timely = learners benefit from feedback they can readily reflect on and that they can apply to improve future performance.  Receiving feedback weeks after submitting an artifact or completing a performance most likely means they will not remember the details of what their evaluation is referencing since it is not fresh in their mind.  While the turnaround on appraising a learner’s work does not have to be instantaneous, it should be delivered within a time window that still allows it to be relevant and applicable.

Timely feedback gains additional importance in a CBE environment because learners who do not achieve Proficient or Approaching Proficiency are allowed to resubmit work in order to master a competency.  Therefore, the feedback process is more continuous than with standard approaches to student evaluation.

Constructive = vague statements like “you did well” or “you did not do very well” do not provide evidence supporting the instructor’s evaluation, and they also do not share any insights for how to improve.  It is important to include specifics that address performance weaknesses and areas of improvement but also include comments on the strengths of the work. 

What types of feedback are there?  Feedback can either be descriptive or prescriptive.  Descriptive feedback identifies what is directly present or observed in the assessment artifact or demonstration.  Prescriptive feedback identifies the next steps that need to be taken. In the case where proficiency has been demonstrated, prescriptive feedback might address what concepts or skills to move on to. In the case where revisions to the work are needed, prescriptive feedback might address what needs to be corrected, what areas of the content to focus on, and/or what skills to continue practicing.

High-quality feedback generally includes both descriptive and prescriptive elements. Below are two examples of feedback statements; try to identify the descriptive portions and the prescriptive portions.

EXAMPLE #1

Commentary:  In Example #1, the descriptive feedback identifies what was observed in the mathematical work (e.g., “…detailed step-by-step mathematical work was provided…” “…an error was noted in the first step…”).  The prescriptive feedback describes next steps that can be taken to revise the work (e.g., “…revisit the initial steps…” “…ensure that order of operations is correctly applied…” “…check your answer…”). 

EXAMPLE #2

“The introductory paragraph included a thesis statement.  The thesis appeared to identify one of the key points that is addressed in the body of the essay.  The other two key points (found in the paper) were not mentioned in the thesis.  Please revise the thesis statement to ensure that it includes mention of the three key points that are addressed in the essay.”

Commentary:  In Example #2, the descriptive feedback identifies what was observed in the introductory paragraph (e.g., “…introductory paragraph included a thesis statement…” “…thesis appeared to identify one…” “…the other two key points were not mentioned…”).  The prescriptive feedback describes next steps that can be taken to revise the thesis (e.g., “…mention of the three key points that are addressed in the essay…”).