manager in trika slution
trika slution in islamabad
Total years of experience :20 years, 2 Months
data entry works in trika slution company
i am in work at trika slution company as a project manager in islamabad pakistan .i am very gladeful to our my company employs because he is very hard working peoples sooo i enjoy the work in trika slution company in islamabad rawalpindi in pakistan.It develops self-assessment
Good feedback helps learners develop self-assessment skills by encouraging them to recognize strengths and weaknesses in their own performance. Try providing students with a marking checklist to hand in with their work, or asking them to grade themselves. Talk to students whose estimates are out of line with yours to find the cause (under-confidence, misunderstanding of task...).
It encourages dialogue
Good feedback encourages dialogue about learning. Instructors often assume student understanding of feedback without checking. If you can get feedback on the feedback, students may be able to help you help them do better by telling you what they do and don't understand in your feedback.
It clarifies what good performance is
Good feedback clarifies what a good performance is. This is the principle of don't just say it's wrong, say what good performance is in this case and what their work needs to make it better.
It is timely
Good feedback comes in time to allow a second chance at learning. Be sure to return your comments while the work is still fresh in the student's mind, and in time to guide any resubmissions. Peer-to-peer assessment and feedback (formulated as soon as the work is handed in) can also be a good way of achieving this goal.
It guides learning
Good feedback provides information to students about their learning. The idea here is helping students understand underlying principles of learning the skill so that they don't focus only on details but rather learn about the less obvious and difficult to define qualities to work toward.
It encourages self-belief
Good feedback encourages positive motivational beliefs. The characteristic that has the highest correlation with success is the belief that you can be successful. Therefore feedback that points the way to future success (feedforward) is more motivating than the grade itself.
data entry.ood quality feedback must be at the heart of all your teaching. It is an essential part of the teaching and learning process, but is surprisingly difficult to do well. There are several models and frameworks for giving feedback, which aim to ensure that it is specific, fair and useful to the trainee. A BMJ article "Giving feedback" gives some background to why feedback sometimes goes wrong, and a guide for how to do it well.
Feedback
Pendelton
Developed in the 1980s. Most people are aware of and use this model to structure feedback.
The trainee is asked to identifying his or her own strengths
The trainer reinforces these and adds further strengths
The trainee is asked to identify areas for improvement
The trainer reinforces these, adding further areas if necessary, ensuring constructive suggestions are given for improvement
A BMJ article "Giving feedback in clinical settings" explores how to use this model in context. The Pendleton is a good start, as it helps the learner set the objectives, gives positive feedback first for safety, and encourages specific rather than generic feedback. However, it has limitations, can seem formulaic and the feedback given is often superficial.
SET-GO
An alternative is the SET-GO method which can be very useful in a bedside teaching context with a group. It was developed by Silverman et al as part of the Calgary-Cambridge approach to teaching communication skills.
Other group members feedback on:
What I Saw was... (specific, descriptive)
Teacher prompts if necessary with:
What Else did you see, group?
What did you Think, learner? (encourage learner to problem solve for themselves)
Teacher then facilitates whole group in problem-solving
Let's clarify what Goal we would like to achieve.
Any Offers of how we could achieve this?
BOOST
As well as needing a structure, the feedback that is actually given must be high quality.
Balanced. Include both good and bad points
Observed. Only give examples of what you have seen the learner see and do, don't bring in your preconceptions or previous experience
Objective or Owned. Make sure your feedback is factual and based on actions, not any prior emotional response you may have to the person
Specific. Always use specific examples to illustrate a comment. Exactly why or how was the action done well or badly? Avoid broad statements
Timely. Feedback should be given as close to the event as possible to ensure accuracy and effectiveness
Alternatively you can view a description of the BOOST model as a video.
Other things to consider are where and when you give feedback, and who else is present at the time. A further consideration is how much feedback to give in order to maximise learning, and not overload the learner.
A presentation from the Higher Education Academy entitled "Giving Feedback: Tools of the Trade" is available on slideshare.
data entry.ood quality feedback must be at the heart of all your teaching. It is an essential part of the teaching and learning process, but is surprisingly difficult to do well. There are several models and frameworks for giving feedback, which aim to ensure that it is specific, fair and useful to the trainee. A BMJ article "Giving feedback" gives some background to why feedback sometimes goes wrong, and a guide for how to do it well. Feedback Pendelton Developed in the 1980s. Most people are aware of and use this model to structure feedback. The trainee is asked to identifying his or her own strengths The trainer reinforces these and adds further strengths The trainee is asked to identify areas for improvement The trainer reinforces these, adding further areas if necessary, ensuring constructive suggestions are given for improvement A BMJ article "Giving feedback in clinical settings" explores how to use this model in context. The Pendleton is a good start, as it helps the learner set the objectives, gives positive feedback first for safety, and encourages specific rather than generic feedback. However, it has limitations, can seem formulaic and the feedback given is often superficial. SET-GO An alternative is the SET-GO method which can be very useful in a bedside teaching context with a group. It was developed by Silverman et al as part of the Calgary-Cambridge approach to teaching communication skills. Other group members feedback on: What I Saw was... (specific, descriptive) Teacher prompts if necessary with: What Else did you see, group? What did you Think, learner? (encourage learner to problem solve for themselves) Teacher then facilitates whole group in problem-solving Let's clarify what Goal we would like to achieve. Any Offers of how we could achieve this? BOOST As well as needing a structure, the feedback that is actually given must be high quality. Balanced. Include both good and bad points Observed. Only give examples of what you have seen the learner see and do, don't bring in your preconceptions or previous experience Objective or Owned. Make sure your feedback is factual and based on actions, not any prior emotional response you may have to the person Specific. Always use specific examples to illustrate a comment. Exactly why or how was the action done well or badly? Avoid broad statements Timely. Feedback should be given as close to the event as possible to ensure accuracy and effectiveness Alternatively you can view a description of the BOOST model as a video. Other things to consider are where and when you give feedback, and who else is present at the time. A further consideration is how much feedback to give in order to maximise learning, and not overload the learner. A presentation from the Higher Education Academy entitled "Giving Feedback: Tools of the Trade" is available on slideshare.