In everyday situations, people need to give feedback for each other because it is a good way to improve themselves. Through this exchange between each other people can get a better understanding about what they do. Sometimes, they want to know if they are doing well or not, because they may keep on doing some things although they need to change them to get a better result. According to DeWitt (2013), “’Feedback’ is defined as ‘helpful information or criticism that is given to someone so they can improve a performance, product, etc.’” (p. 4). There is a lot of feedback that we can get them from parents, teachers, friends, or any person, which can enhance performance and achievement. Because of that, people have to make sure that the aim of their feedback is to be for interest others , not to attack a person. Thus, feedback includes both positive and negative observations, which may give positive results or be counterproductive.
To get positive results from feedback, it should involve a specific goal and be helpful, and timely. DeWitt noted that Bronson said, “The experts in the field (Wiggins, Bambrick-Santoyo, Danielson, and others) all cite some common characteristics of effective feedback: it is goal focused, timely, actionable, and transparent, among other things.” (2013, p. 4). Feedback works toward specific goals because the best feedback is that which relates to the goals. If the goals are not clear, we cannot direct people to their mistakes very well. According to DeWitt, “There are times when teachers and school leaders don’t offer any relevant information and make statements such as “good job” or “try your best.” To be clear, that is not effective feedback. There isn’t anything wrong with complimenting someone by saying “good job,” as long as school leaders and teachers are providing more defined feedback as well.” ( 2013 , p. 4). Saying “Well done” or “Good job” is praise, not feedback, which is important to strengthen ourselves, but it will not help us to improve ourselves very well because we do not know in what mistakes we made. Wherefore, It is important that we differentiate between praise and feedback.
In addition, people have to give timely feedback because, if the feedback comes too late, the result of performance will be less than optimal level. According to Curtin University of Technology’s Teaching Development Unit, “Feedback needs to be timely: given early in a unit, or promptly after assessment tasks, so that students have sufficient opportunity to use the feedback for improving subsequent performance.” (Teaching Development Unit, p. 2). Giving feedback early allows people a chance to realize their mistakes before it is too late. Therefore, people have to know that giving feedback promptly will help them to get a better performance from others .
On the other hand, ineffective feedback may give counterproductive because the way of giving feedback may affect the person’s acceptance or rejection for it. Peter shows that Bronson says, “Effective feedback first and foremost looks like a dialogue, a conversation rather than a lecture.” (2013, p. 4). Effective feedback looks like conversation of asking and listening between each other more than just telling, which comes from one direction. For example, a person may rebel and not accept your advice or any feedback from you, which involves a lot of information, because that leads to difficulty understanding the importance of what you are saying. Also, ineffective feedback can affect the productivity of the students. In some situations, the performance received was not as described by the advice or evaluation, which can have a big negative impact on our performance. For example, “You did a great job, but as a second language student, you still in the same level” How so? Does this mean that even if he/she did a great job in all the required things, they still have not learned to do anything because they are a second language student? I hope not. I would highlight that people have to look at the words used when they give feedback for others, especially teachers, because students need constructive feedback rather than negative feedback and they need to feel appreciated for their efforts. According to DeWitt, “The type of feedback provided, one of the common misunderstandings is that feedback is personal, which means there is a chance that it can be taken personally.” (2013, p. 5). He goes on to point out to Bronson’s claim, “Effective feedback does not happen in a vacuum. Besides ensuring that a feedback conversation ends with a clear and manageable expectation going forward, we have to have systems that are coherent to ensure that expectations are implemented” (2013, p. 5). We should avoid the advice or evaluation which does not lead to good performers or causes learners to lose the motivation to learn.
In conclusion, feedback includes both positive and negative observations. Therefore, we should remember that the best feedback is that which you honestly provide to help others because people will know if you want really to help them to go up, or you just want to push them down. Peter DeWitt pointed to the importance of feedback through what John Hattie said at the University of Auckland, “The most powerful single moderator that enhances achievement is feedback” (2013, p. 4). So, If you really want your feedback accepted and welcomed by others, it should be supportive of personal development, not destructive.
DeWitt, P. (2013). The Importance of Effective Feedback. Vanguard, 42 (3), 3-6.
Teaching Development Unit. (n.d.). Providing feedback for student learning. Curtin University of Technology. Retrieved from http://evaluate.curtin.edu.au/local/docs/5providing-feedback-for-student-learning.pdf
Newton, C. (2013, November 18). Give Feedback that Stretches and Grows Your Employees. Talent Formula. Retrieved from http://talentformula.ca/development/feedback