Feedback in a Sandwich

For those who couldn't make yesterday's session on feedback at the Division meeting, or who want a reminder, here's a summary of the "feedback sandwich" approach to supplying useful information that a student can work with to improve performance. 

 

The Open University uses a very succinct description:

"If you can, adopt the ‘sandwich’ model of providing feedback.

• Bread: Be positive about what has been done well and, if appropriate, the effort made
• Jam: Discuss how the work could have been improved with specific examples
• Bread: End with a positive comment and make it clear that they can discuss the feedback with you"

Here's a bit more detail from Oxford Brookes on their very useful FirstWords site: 

First, give them the good news.

They need to know what they've done right, or well. They need to know this so that they'll keep on doing it right or well, and also because it will make them feel appropriately good about themselves and their work, which in itself aids learning as well as feeling good. They also need to know why it was right or good. Learners sometimes do well by accident - so tell them why it was right or good, in what respects it was right or good. Good news needs to be:

• Clear Don't beat about the bush. If you think it was 'great' or 'excellent' or 'admirable' or 'very stimulating', then say so. Have the courage of your convictions. (Don't worry about using clichés!)
• Specific Words like 'great' or 'excellent' carry a strong emotional message, but when the emotional buzz fades, the intellectual hunger remains. As we suggested above, say what, exactly what, was good and say why it was good.
• Personal That is, make the person you're giving feedback to feel acknowledged as an individual. This will get easier as you get to know your students. Using their name in the feedback helps - "Emma, I thought they way you handled this was both valid and original. I particularly liked the way you ....."
• Honest As well as truthful, honest good news clearly distinguishes between fact and judgement. A numerical answer is 'right'; this is a fact. A design was undertaken 'rigorously'; this is an opinion, though hopefully based on clear criteria for 'rigour'. An argument was 'original'; a fact, at any rate relative to your own current knowledge. An argument was 'elegant'; an opinion, or at any rate a judgement. Be clear what the nature of your good news is.

Next, give them bad news - constructively! - and tell them why it is bad and what to do about it They also need to know what they've done wrong, or poorly, or performed in some other way which is inappropriate within the subject. And, immediately and always, they need to know in what respects it was wrong or poor or inappropriate, and they need suggestions on ways in which it could have been correct or better. In primarily numerical or scientific disciplines, where some at least of the answers to some of the questions can be right or wrong, reasons for giving prompt and reasoned feedback on wrong answers include:

• So that the learner won't repeat the specific error;
• So that they can identify the misunderstanding which led to the error;
• So that they can develop a new and correct understanding.

In disciplines where answers are more likely to be considered good or bad rather than primarily right or wrong, reasons for giving this kind of feedback on poor answers include:

• To help them appreciate why their approach or answer was inappropriate;
• To help the learner see the preferred approach;

Bad news needs to be:

• Specific Make it clear to what you are reacting - which word, which idea, which equation, which stylistic feature. Make it clear in what respects the work is wrong, inappropriate, whatever it is.
• Constructive Suggest how the work could have been made accurate, good, conforming to the paradigm of the subject, whatever. Suggest sources of information and guidance. Give them a handle, encouragement, whatever seems right.
• Kind Specific is kind. Constructive is kind. "Poor" scribbled at the bottom is cruel.
• Honest (See above under 'good news')

Finally, end of a high note of encouragement. Round off your feedback with a high note and encouragement. "You really seem to be getting to grips with this", "Your analytic skills are improving steadily", "You're making good use of evidence". Say whatever you can that's encouraging and truthful. There's usually something that meets these two criteria".