Table 1.

Providing effective instructional feedback

Qualities of effective feedback	Characteristics	Suggestions
1. Clarifies the task by providing instruction and correction	• Provides instruction	• Teaching and learning conferences
			• Workshops on innovative teaching practices
		• Defines a clear standard for how the task should be completed	• Online video resources
		• Concrete and specific	• Feedback is guided by validated classroom observation protocols.
		• Identifies types of errors and provides suggestions for correction
		• Timely (as soon as possible after performance of the task)	• Debrief immediately after the peer observation, rather than months later or at the end of semester.
		• Occurs over multiple occasions	• Observations occur several times during the semester.
		• Consistent, minimizes conflicting messages from students and peers	• Discuss expectations of department and methods for dealing with student resistance.
			• Have a consistent template for peer-teaching evaluations.
		• Self-referenced (compared with an individual's ability and expectations rather than compared with a peer)	• Discuss individual's concerns and address specific challenges that instructor wishes to solve.
			• Meet before classroom observation to set up expectations and solicit feedback about specific challenges.
		• Does not interfere with the initial stages of learning	• Choose a date after the first instructional opportunity.
	• Does not threaten self-esteem	• Highlight areas of strength and areas for improvement as a formative evaluation that is not part of promotion and tenure decisions.
2. Improves motivation that can prompt increased effort	• Leads to higher goal setting	• Focus on student outcomes and changes that result in gains in student achievement.
		• Provides a positive encouraging message	• Acknowledge challenges but emphasize solutions.
	• Accounts for confidence and experience level	• For novices, emphasize what they are doing well; experts are ready for more corrective feedback.
3. Perceived as valuable by the recipient because it is provided by a reputable source	• Encourages seeking feedback voluntarily	• Unit head implements peer-coaching model with volunteers.
		• Increases perception of value of feedback to improve job status	• Unit head provides rewards for seeking feedback in the same way he or she rewards positive student evaluations in evaluating faculty performance.
		• Protects the ego and others’ impressions	• Private and developmental rather than public and evaluative. Copies of any written materials provided to the department mention that peer evaluation occurred, not the substance of the discussions.
	• Respected status of feedback provider	• Knowledgeable source of higher status who expresses they are providing feedback for the well-being and improvement of the recipient and for improved student outcomes.