Here's how you can effectively provide constructive feedback to students.

Here's how I do it: 1. Refer to the objectives and the assessment criteria for the work. 2. Compare the student's work with the assessment criteria. 3. Identify completion and satisfactory meeting of criteria in the submitted work. Highlight to the student any novelty in their submission when they have met the criteria. 4. Identify gaps in the work that have not met the assessment criteria. Suggest what else can be done, if necessary. 5. Conclude with appropriate grade taking into consideration item 1-4 above.

After teaching a concept or topic, I engage students by asking questions to ensure they've grasped the material. Following that, I strongly recommend attending mock tests regularly. These simulate real exam conditions, helping students refine their exam-taking skills and identify areas for improvement.

Usa la técnica del sándwich. Esta técnica consiste en empezar con algo positivo, luego dar la crítica constructiva y terminar con otro comentario positivo. Por ejemplo, comienza resaltando algo que hicieron bien. Diles lo genial que lo están haciendo en ciertas áreas para que se sientan valorados y confiados. Luego, pasa a la parte constructiva de manera amable y clara. En lugar de decir "Esto está mal", prueba con "Me encanta cómo abordaste esto, pero ?Qué tal si probamos de esta otra manera? ?Podría ser aún mejor!". Ofrece sugerencias prácticas y útiles, y siempre hazles saber que crees en su capacidad de mejorar. Finalmente, termina con otra nota positiva, resaltando su potencial y animándolos a seguir adelante.

I've found that specific feedback enhances student learning significantly. By highlighting specific strengths, such as effective use of evidence or thorough analysis of a topic, students gain insights into their performance and can apply these skills to improve in other areas. Moreover, pinpointing areas for improvement, such as clarity in organization or depth of analysis, allows students to focus their efforts on specific aspects of their work. For instance, I recently provided feedback to a student on their research paper. Instead of vague comments, I highlighted how their introduction effectively framed the research question and engaged the reader.

Totally agree with this statement. However, it is worth noting that students often receive feedback on their work during its defense. After that, after a day or two, they again ask me to find their work because they forgot what the flaws were there. Today's students demonstrate a catastrophic level of lack of nobility to concentrate on their work.

timely feedback demonstrates to students that their work is valued and taken seriously. It shows a commitment to their development and encourages them to actively engage in the learning process. Conversely, delayed feedback may diminish its impact and relevance, potentially affecting students' motivation and confidence in their abilities. To illustrate, I recently implemented a system where I provided written feedback on assignments within 48 hours of submission. This approach not only helped students stay engaged and motivated but also allowed me to address any misunderstandings or misconceptions promptly.

When providing feedback, it's important to offer it promptly after observing a behavior or task completion. Timely feedback helps students understand the connection between your comments and their actions, enhancing their learning experience.

The contents of your feedback is one thing but when to give your feedback also needs to be considered. I find that the best time to give your feedback is as soon possible. This will help you truly focus on the issue and provide possible solutions to improve in the future. If you wait too long, it will possibly become irrelevant to the student, and thus not help with their progress and growth.

Timeliness is crucial when giving feedback. It’s best to provide it promptly after assessments or performances so the experience is fresh in students’ minds. This immediacy helps them connect your feedback with their actions and grasp its relevance. Delayed feedback can make it harder for students to recall specifics, hindering their ability to apply your suggestions effectively. As a language coach, I’ve found that quick feedback is game-changing. By giving it right after a speaking exercise, for instance, students can immediately understand how to improve their pronunciation or grammar. Prompt feedback keeps their learning momentum strong!

I use balancing technique to provide feedback to my students. I always talk about their positive and negative aspects in a constructive way to improve and encourage them. Mentioning only negative things can make them defensive and they might feel hurt losing their self esteem. Keep a balance and better to start with the positive aspects.

It's important to provide balanced feedback that includes both positive and negative comments. Please be sure to highlight the specific areas where the student excelled, as well as areas where they can make improvements.

Balance is key when giving feedback. It's crucial to address areas needing improvement, but equally vital to recognize what students are excelling at. This balance keeps their motivation and confidence high. By spotlighting strengths alongside constructive criticism, you foster an environment where students feel valued and inspired to keep pushing forward. As a language coach, this balanced approach has been a game-changer. Whether it's correcting grammar while praising their fluency or noting strong vocabulary alongside pronunciation tips, it keeps students engaged and eager to improve. Feedback that uplifts while guiding—now that’s how you nurture growth!

Correction is important but encouragement does better as quoted by someone. I normally guide students to bring out the flaws in their own work(amicably). You sometimes hear them with the exclamation ‘Aaaaaa!’ And some would even begin to provide solutions. They can never forget that.

It is difficult to determine a student's strengths when their strong point is the use of artificial intelligence instead of analytical work, programming or solving mathematical problems. Until students understand that AI will not always help them in an interview, they will not learn effectively.

Interesting statement. As I understand it, philologists learn by examples. Programmers learn by example. Mathematicians learn by examples. That is, if the student does not have the ability to complete the task "in the image and likeness" (excluding creative tasks), what options of the "corrected example" can we talk about? In my practice, I can point out an error and comment on how to perform the task better, but I will never correct the student's code on my own, because then the logic of learning and his awareness of his problems are lost.

When giving feedback to students, provide samples from their work and let them know why they are wrong. Also suggest some areas of improvements together. Showing some sample of good work can give them ideas on how they can further improve their work and help them enhance their learning too.

As a language coach, using examples has been a game-changer. Whether it’s showing how to rephrase a tricky sentence or demonstrating proper intonation through examples, it helps students grasp concepts faster and apply them confidently. Feedback with concrete examples—making learning a breeze!

'Do X, do not do Y'. Ask one question at a time. 'What do you know about anesthesia?' not 'What do you know about anesthesia and tell me what you are worried most about?'

Feeling a lil foody & high on Bollywood masala, here is my take on self-assessment: "Give a man a fish, feed him for a day. Teach him to fish, feed him for life." Or in Bollywood terms, teach a student to self-assess, & you've got a blockbuster learner! Simply put, self-assessment is the secret sauce in our educational biryani. It's teaching students to be their own critics - minus the dramatic background music. Sure, some students might prefer a ready-made education thali, complete with a degree on the side. But for those joining this learning dance, it's a full-on masala mix of critical thinking and feedback skills. Might not be easy, but it'll keep them grooving through their educational journey & BEYOND!

Self-assessment empowers students to critique their own work, a skill vital for lifelong learning. Plus, it primes them to be more open to your feedback, having already analyzed their performance. As a language coach, promoting self-assessment has been a game-changer. By encouraging students to evaluate their speaking fluency or writing coherence before my feedback, they become more proactive learners. It’s all about fostering independence and setting them up for continuous growth!

A student while working through her answers said to me today 'I wish I could take you into the exam'... I said, 'You're doing all the talking. Just imagine you're talking to me in the exam, but maybe not out loud.' Very often an open question and attitude of listening does the job. The challenge I have is in knowing when to have the last word or restating what the student said.There is something empowering to a student about the teacher not having anything else to add. I've been trying to do a lot more with non-verbals and thinking about my body language while listening. Very often the student will be on the brink of an insight and it comes out in a messy way. The words 'Go on' can be magic.

This is an amazing way to create Constructive feedback. Encouraging self assessment gives room for self-consciousness. This helps students to be aware and accept their behavior. Once this is achieved moving forward such students will begin to look for help and look for possible ways to improve their behavior.

As time passes and with every subsequent assignment, always be on the lookout for improvement based on the previous feedback, or determine if more action needs to be taken. Failing to follow up may unmotivate students and does not really hold them accountable. Therefore, always make sure you are always on top of it when providing feedback!

Feedback is nothing without following up. After you have the feedback session, tell them that you want to see some serious improvement from them. Provide a timeline on what type of growth you want from them, and have a meeting from time-to-time to go through their progress. If all is good, let them be. If things are going south, think of possible solutions.

Set SMART targets with your student that they agree to aim towards. Some students find unspecified praise or words about effort demotivating as they perceive it as insincere. It is good to start with 'Thank you for the work you put into this. Tell me how you felt while doing it...'

Be specific and focus on the task, not the person. Highlight strengths before addressing areas for improvement, using the “sandwich” method. Encourage a growth mindset by framing challenges as opportunities to learn. Celebrate progress, no matter how small, to motivate and inspire students to keep striving. ????

When sharing feedback, it is often a good idea to focus on JUST ONE THING. Touching on many different issues or ideas often drowns out the different topics, which results in students forgetting most of what was discussed. One trick I have used often is, not only giving feedback verbally, but also hand writing some comments down to hand to a student. By writing as well as verbalizing feedback, the student has something to take home to review and consider.