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What really stood out for me was the relationship piece and the idea of trust.  I was expecting a more standardized answer/evaluation system so I was blown away by my friend's answers to each question.

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Sr Director, Model Based Systems Engineering (Aerospace)

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Sr Director, Model Based Systems Engineering (Aerospace)

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understand that people are part of the system1. In the job, feedback comes in direct and indirect forms.  The best feedback is in the form of trust. People come to you because they trust your opinion and they trust your confidence and they trust you will not have an opinion if you don't have standing.

2.   -first strive to understand not to convince
-understand that people are part of the system
-urgent does not equal importan

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Developing ways that allow for feedback are important.  Equally important is sharing the feedback and making timely adjustments to practice or lesson delivery based on the data from the feedback.

Listen ~ sometimes talking less is very valuable.

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Receives direct feedback from clients that she is able to adjust practices and treatments.  She gives pre and post assessments to determine needs and then assess progress based on post assessments.
Feedback needs to be a give and take response cycle. It needs to be timely to be effective.

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I think I need to consider the communication aspect. Both how I communicate expectations and feedback to grow, as well as how they are able to communicate and show their knowledge.

At the moment, I know that my opportunities for them have been limited because I am learning new things and trying to teach them how to use the technology at the same time.

Being thrust into the online environment, I realize now how much I take for granted the small personal moments to connect. I need to learn how to foster those moments in an online environment so that it doesn't sound sterile and feels as genuine as I mean it to be.

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Feedback: The manager does an annual evaluation and report that includes your skill level, service to public, and if you have completed mandatory trainings. The patients give you feedback officially through a survey where they list what you do well or not - but we don't see the individual survey, but it is part of the service to the public from the manager. However, patients also give you feedback in the moment, because you are trained to not only give education, but to follow the patients lead.
Two things to know:
1. Follow the guidelines - they are there to protect you and the patients, as they are the tested scientific knowledge of the time.
2. Communication is important - with patients, and with all levels or points of care.

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I've been doing analysis of passages using PearDeck, so I can watch students' thought processes. Instead of written answers to comprehension questions, I'm having them do a variety of tasks while working with a passage.

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1. Communication in the video game world matters. From the planning stages to the end product, meetings, no matter the method, is key to sharing goals and expectations, and evaluating performance. Goals must be clear, even in a creative industry, and that can help me channel the feedback to students on what works and what areas need improvement..
2. In my junior English class, we have longer papers and presentations. We use peer critiquing already with shared electronic documents, but standing in front of the room to give presentations may be better achieved in an online class with video presentations using voice over videos or screencast. I think the presentation should be like a lesson; if the student understands the topic deeply enough, they can teach it - creating their own content and "going beyond" the introductory material.

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Feedback: Communication is paramount - through email, phone, Skype Hangouts, Zoom. "Even before this pandemic, it was a regular mode of meeting and evaluating work and performance from the studio to video game publishers."
Two Things to Know:
1. Learn their skills that go with their chosen discipline, whether artist, animator, designer, programmer because "the competition is fierce."
2. Be dedicated to the profession - school is the starting point, but continual development on their own must be done to master the trade and be able to go "above and beyond" to do everything that will need to be done. Video games are public, so to stand out and be successful in creating top games, study and practice will foster ingenuity.

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1. Accuracy is really important in the business world, so it is our responsibility to require it from students as they can give it and support them up to it.
2. Listen, listen, listen to gain understanding of student understanding - conversations are good, but too much feedback turns kids into baby birds and that isn't how the business world works.

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1. Positive Attitude and enthusiasm
2. Demonstrate aptitude and/but take time to learn the business well in the start (before presenting new ideas). Listen.

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"I find that feedback in the professional setting is targeted to things like:  delivery dates, financial targets and overall success of the business.  It’s rarely structured feedback or focused on the soft skills/traits.   There really are no gold stars or “way to go” handed out in the business setting, it’s expected that you do the job you’ve been hired to do without needing to provide additional motivation.  Once targets are off base, then feedback comes in the way of finding out what happened and course corrections."

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It seems that there is a lot more self-reflection and evaluation with follow-up than simple assessment by superior.

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Feedback: All employees submit written self-evaluations and complete meeting once/quarter summarizing effectiveness and progress. Also complete team self-evaluations to see if they are missing something that peers see.

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Feedback: The owner offered direct praise and gratitude (it was at a kid's café...a cafe for parents of young children to go where they could have a coffee while the kids played).
Advice: The two things young people need to be able to do perform well would be to be respectful to everyone and keep watching the customers so the children didn't get hurt/lost and adults got their drinks/snacks so they could relax.

I think the takeaway I have is that my friend really respected her boss and the idea of personal praise and feedback is important. It was important in my normal classroom, and it will be equally important (more?) in my distance learning classrooms.

(Ben)

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Common theme seems to be ongoing assessment is how it happens outside of the education realm.

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Feedback for working professionals is more often in the form of comments and rarely takes the form of a numeric grade. Professionals receive feedback from multiple stakeholders, not only one person

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Receives feedback from multiple stakeholders, including students, teachers, parents, administrators. Most of the feedback is unsolicited. The best feedback is when students return to the HS Counsellors office to see more support as this demonstrates they value the guidance they receive.

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Reflections from Health & Wellness Business Owner for Student Assessment

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Reflections from Health & Wellness Business Owner for Student Assessment

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Communication needs to be a focus through assessment. Students need to be able to clearly present their understandings. They need to be given feedback as soon possible. That feedback should be as precise as possible in order for students to be able to reflect on their progress. Students also need to be able to ask questions. All too often, we ask the questions and expect answers. However, students need to be able to ask questions in order to further their learning journey. It is really a process and there should be opportunities to show understanding over time.
(John)

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Communication needs to be clear and effective. This is very evident when someone is running a business and needs to get feedback in terms of how well team members are understanding the message.
Questions are excellent indicators of understanding. They types of questions people working in any business ask of their leaders, or co-workers, are also indicative of how well they understand. (John)

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being attuned to the behaviour & reactions of others can give us information about how we are doing. How are students getting (near) immediate feedback from teachers or peers in an online environment? How might we develop ways for students to not only demonstrate their understanding, but get to a point where they are confident in their findings?

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My friend, an editor at a publishing house, said she asks for feedback informally every week, and more formally every month. She said that she can tell how well/clearly she asked her questions based on how quickly she gets a reply - fascinating (put imperfect!) way to get information about how you've done. The important skills are clear, competent communication and the ability to confidently make decisions independently.

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Performance Assessment: It's not all about the content: Clarity, authentic and passion based

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Performance Assessment: It's not all about the content: Clarity, authentic and passion based

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Whatever your subject you are passion; remember why you love to nerd out.  Give your students the same type of experience with a performance task that ignites that fire. BUT GIVE STUDENT SOME AGENCY to make it feel they own the project.  Be flexible and remember all you need is to be clear on what you expect. Be clear on the your power standards standards and give multiple chance to give feedback.  Finally,  and show student how it connects to your school's core values and/or skills.  It's not all about the content.

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Findings: Be passionate, accept feedback well and take risk and don't stress about failing.

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A lot of this work is making people find their way out of whatever problem they are facing - you get called into business issues, but if you competently handle those, you often get called into issues which the client often thinks are more valuable - their personal or family issues.  The more they understand your solution (or the path to finding a solution) the more they start to trust you with more issues as they come up.  It's that feedback loop of starting with smaller challenges and being asked back for bigger challenges is how one gets assessed.  Everything else flows from that. Failures happen but you need to fail forward, own it, and learn from it - avoiding it or blaming it on something else will also be remembered.

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Learn to empathize more and be relaxed with time constraints when possible

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Learn to empathize more and be relaxed with time constraints when possible

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There are millions of people affected around the world right now, and taking all things into consideration, everyone's priorities are a bit different from mine.

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Since this is product based job the feedback is almost immediate. After a recording session the client will let you know how you did and how they feed about the working relationship.The one advice this person has for the future generation is to take any feedback and make it work for you. You might not like what you hear but use it to better yourself.

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Collaboration and communication are essential to success, as essential and knowledge of content.

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Collaboration and communication are essential to success, as essential and knowledge of content.

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As I adapt my B&M assessments to an online environment, I am exploring how to elevate the background to the foreground. That is to say, my students always saw the connection between process and product and always got feedback on both. But the process was still "preparatory" to that final product - the raw research and thinking that informed the final realization of their ideas. How, now, do I combine these two aspects more fruitfully and organically? We no longer have the time or the opportunities for iteration that would allow me to do things the typical way.

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There is a significant role mentors play in the real world. How are we supporting our Ss with mentors in their study? What could we do to improve this?

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There was a continual review process as you are required to submit weekly or monthly updates on project goals and completion. What clients and managers want to see is that 1. progress is being made and 2. we aren't repeating miss-steps that were experienced in the past. Things should be moving towards more efficiency if the goal hasn't changed.

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There is tremendous value for growth and the ability to measure growth. Are you getting better/faster/more intuitive with the work you're doing? No one can be expected to be perfect after any period of time as we are all human, but, we would hope that with each passing period of time, we are growing and learning from the experiences we have had.

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The project manager I interviewed said that the one thing he would tell younger people is that some times you just have to get it done. It does not matter if it is perfect, but they have to make decisions without having someone hold their hand and just do something.

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The person I interviewed stated that all the feedback he ever received was random. All negative feedback was done as things happened and positive feedback happens once a year at performance review. This is opposite of what we need to do in education: regular formative feedback that is constructive, one way or the other.

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In reading many of the findings I'm struck by how much more open timeframes appear to be for many jobs over what students face. School can be relentless in regards to the tide of assessments students face. I'd like to remain mindful of that and at the same time introduce more choice to students. Not everyone is excellent in every aspect of every task they perform, but they excel at some aspects some of the time. Maybe something like opening the semester's worth of assessments all at once would let students choose earlier about which task they select and have more time to work on each.

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My Mom is a seamstress. Her feedback comes in the form of sales, comments and orders. She knows she is doing well when her designs, materials and workmanship combine into products that sell well at craft shows. She also takes into account orders she receives and comments she gets from either new, or even better, repeat customers.

She says that to do well in her job young people need to know how to communicate well with others and not cut corners on workmanship. She is convinced quality of workmanship is what sells her products over others. She suggests slowing down and taking time to build things well, from a tea cozy to a quilt, there's no excuse for a missed stitch.

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Both in an online and a face-to-face teaching and learning setup, information on how well-prepared and well-equipped students are to meet learning objectives is essential in designing assessments. However, the tools used in an online setup change the approach to assessment. Feedback on learning is important to design assessment. Feedback implies interactions with others. I would adapt a face-to-face assessment into an online learning environment by assessing less learning outcomes at the time and multiplying opportunities to get feedback. So the assessment would be broken into small chunks, each one having specific learning outcomes.

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The word relationship, precisely working relationship came up a couple of times during the interview. It seems that my interviewee connects how well she is doing with how well others feel about her work or how well her work is responding to others’ needs. Strategies used to get feedback was mainly finding evidence of accommodating others with what they need.

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feedback is not always delivered using soft language. It is important to try and use any feedback as constructive and a way for move forward. Sometimes it is difficult to find the right language to have a difficult conversation.

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The news anchor/journalist I spoke with explained three main avenues of feedback:

Peer feedback: The anchor, editor, and director chat after every broadcast to review what went well and what they need to revise before the next broadcast.

Management feedback: Typically network management provides words of encouragement and congratulations via email or WhatsApp. This is more common in the wake of breaking news stories. Negative feedback is rare and serious, involving face-to-face meetings.

Viewer feedback: This feedback is provided on almost every platform possible, and it trends toward the negative.

The news anchor/journalist explained that in order to perform well in the news industry, you must know the job, know the information, and put the work in. Journalists don’t have the luxury of not getting the story right. Lives, economies, and more can depend on it. As a journalist, if there is something you don’t know, you need to ask.

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The architect I interviewed receives continual feedback from multiple sources. Within the firm and related professionals, she seeks feedback (formal and informal) from superiors, peers, and contractors. Then there is more public feedback from clients and recognition from the industry. At all levels and at all times, feedback is best when the communication is clear and direct both when expressing and receiving information. She also notes the importance of patience and perspective when working with others to achieve complex and multi-faceted projects.

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There is some value in simple math problems with repetition to master a basic skill. However, significant performance assessments should contain an opportunity to reflect on the result and decide how to improve the process. 

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There is some value in simple math problems with repetition to master a basic skill. However, significant performance assessments should contain an opportunity to reflect on the result and decide how to improve the process. 

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Formal assessment is after every major event. You ask three basic questions: 1) What was supposed to happen and what did happen? 2) If you could do it again, what would you do the same? 3) If you could do it again, what would you do differently? Then, you document the answers and refer to them before you do something similar.

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Most interviews highlight the importance of being proactive and owning your work process, which led me to think about how schools MUST go beyond than teacher-to-student feedback. As students reflect on their work, they move from passive to active subjects in their own learning. The process much more authentic and reflective of what the "real world" is expecting of them.

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Most interviews highlight the importance of being proactive and owning your work process, which led me to think about how schools MUST go beyond than teacher-to-student feedback. As students reflect on their work, they move from passive to active subjects in their own learning. The process much more authentic and reflective of what the "real world" is expecting of them.

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From a Air Force contractor- specificity is key in any feedback. A generic thumbs up/down isn't helpful; a detailed list of what works/what doesn't is so much more valuable because it's possible to fix those items.

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I am finding some good ways for students to demonstrate understanding by developing questions that address a specific content goal, but while these help students dig in to a few areas I do not feel they demonstrate full mastery.

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I am finding some good ways for students to demonstrate understanding by developing questions that address a specific content goal, but while these help students dig in to a few areas I do not feel they demonstrate full mastery.

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Feedback - Operations Engineering Inspector

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Feedback - Operations Engineering Inspector

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The interview emphasized the importance of frequent and consistent feedback (weekly) and in different forms (conferencing and formal evaluation).
Most importantly, I thought about how to set the groundwork for students to be open to feedback. Beyond opportunities and frequency, I will need to scaffold assignments to develop students receptivity of feedback from peers and teachers for the most growth.

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Immediate feedback is so important, but I'm finding it  hard to make time for one-on-one conversations with students—especially with synchronous teaching (and parenting!). I want to explore ways to teach my students to give more genuine/substantive feedback.

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Feedback - Creative Director, Ad agency 

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Feedback - Creative Director, Ad agency 

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I interviewed a friend who is a creative director for an ad agency.  Here are his observations about Question #1: giving and receiving feedback in the workforce:

shared observations should be expressed as collaborative and appreciative.

We always look to give actionable feedback. So even if the idea is off base or at worst, terrible, you have to give your team members something to work with so they can start over or anew.

Subsequent reviews of work does get more candid and direct. Tougher and less sugar coated, so that what was once an idea, is now buttoned up and flawless enough to share with the client

Question 2: What would you tell people they need to know.

Don’t have an attitude. You’d be surprised how much a bad personality affects a room. And how much enthusiasm and a can do spirit brings to it

Ownership. You’re not there to just hand in paperwork. Show ownership in everything you do.

You are the steward of your idea. Craft it to get it right but because you care.

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Students need to share in the evaluation process - as a discussion. Self-assessment is a vital skill.
Need to continually build a capacity for feedback in a variety of ways.

Thinking about possible upcoming unit evaluations, how can I change to incorporate the above ideas?

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The feedback past is very important as it (hopefully) allows the student to adjust how they think about what they are learning. When can we, and is it even appropriate, to assess in a summative manner in this remote learning environment?

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Interview Findings - Assistant Brand Manager, CPG Company

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Interview Findings - Assistant Brand Manager, CPG Company

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Feedback is both formal and informal. Informal feedback is ad hoc. Formal feedback has a process - set goals in Mar., mid-year review in June, end of year review in Nov. Goals are pushed down and derived from Head Office goals. At mid-year and end of year - review and track what is done and not done. Identified in two areas of what (market share) and how (based on guiding principles of leadership, deliver, etc).

Prior to meeting - there is a self-reflection of goals, in addition to a 360 feedback process with cross-sectional partners (one area doing well; one developmental opportunity).  At meeting - review of all of the above and feedback is given by direct report.

A ranked scale (does not meet goals, partially meets goals, fully meets goals, exceeds) is used for evaluation. NOTE: It is a weighted distribution meaning only 2% of people in department can be exceeding and specific percentages are set for every level.

Two strategies to perform well where you work: 1. learn how to set goals/expectations  2. continuously track towards the goals.

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Students need voice in the assessment process and need to understand what is expected of them. When engaging in feedback, they need an asset lens with clear next steps.

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Feedback is provided by the customer in the form of repeat business, recommendations. Feedback is provided by colleagues who are critical friends.

Two pieces of advice:

1) listen to what people are saying and respond to their ideas by sharing a vision or style plan

2) be positive, but realistic

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Assessment can take various forms. Making hourly, daily, monthly, and yearly changes to our findings help mold the skill set we develop.

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Feedback is provided daily/monthly/yearly. Daily feedback can be sought out by asking manager or coworker to 'review' a document. Comments and questions are asked on these internal documents. In order to succeed you should not b e afraid of asking questions and seek someone that you can shadow to see how they have found success.

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It seems to me from this discussion that expediency is not necessarily the most effective choice.

Learning what a student is thinking and what he or she wants to achieve nmatters a great deal.

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2 takeaways:
Reflect on your work and review  your process, decisions with others

Take time with the patient to identify needs, concerns, fears, anxieties, and purpose of visit
Remember that the usual response is not always the most effective response

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In your career, it matters that you can reflect and correct, that you persevere and are curious. It matters that you know what you are talking about, but you canfigure things out in a variety of different ways.

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weekly status update

2 takeaways:
take time to understand the culture
75% of your job may go unnoticed and you are doing it for you. the other 25% is recognized.

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I found it interesting that my friend in his corporate job used the hard skills and soft skills language. It seems like I typically give more formal and specific feedback around hard skills than soft skills, although I share his philosophical viewpoint that how you learn is more important than what you know

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Only six weeks in, mostly informal "good job" and/or "I need the report faster" messages on Slack.

Advice for younger professionals: remember that your career "is a marathon, not a sprint." Hard skills will change and need to be learned over time, but grit and ability to sustain work output is the most important attribute

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Use surveys upon completion of any task, and immediate verbal feedback

Another way would be to use more than one system. For example… writing a short essay and complement it with an oral presentation

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Not to be afraid of change

Always be willing to learn new things

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Two things she would tell young people is to really hone in their writing skills because they are used everywhere. She would also tell them to follow-through on any given task and be responsive and responsible.

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I interviewed my wife. She works in a business setting, working with insurance brokers and clients. Her feedback that she receives is generally verbal, other than one formal write up per year. When she is working to send something to a client, she is often working with multiple people on a team, constantly giving and receiving feedback. It is never just at the end, rather formative in nature.

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One way would be using surveys upon completion of any task, and immediate verbal feedback

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One way would be using surveys upon completion of any task, and immediate verbal feedback

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Some professions have almost no formal assessments. It is all about reading people and knowing in your soul that you matter.

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The energy work my wife does requires her to be fully present when she is with a client. She knows her work makes a difference in people's lives and adjusts during sessions to go where people need to go. Where is this skill taught and assessed?

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I often discuss with colleagues that, if conferencing during assessments leads to more learning, then I'm fine with it.  Not all agree with this.  However, I agree with the person who wrote about feedback coming from multiple sources including peers, so if this feedback and conferencing can help a student learn how to for example - improve writing a claim, the I wonder, can it be part of the assessment period?

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Thoughts about the post re: Feedback being a two-way street

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Thoughts about the post re: Feedback being a two-way street

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Thank you to whoever posted their reflection based on feedback being a two-way street. (I do not see any names attached to these posts) Some other reflections I read also discussed how important it is for students to respond to feedback with online courses.

Most of my assignments are performance based and students slowly chip away at various tasks within their unit. I constantly provide students with feedback however, I never really develop a conversation with them regarding their thoughts about the feedback. I am looking forward to trying this approach in my classes tomorrow.

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Assessment in the Real World - HR Manager Interview

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Assessment in the Real World - HR Manager Interview

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How do you get feedback at work about how well you are doing?

I have bi-weekly one on one informal meetings with my direct manager. Our meetings are mainly about employ relations and the development of projects that I am working on. My direct manager provides me with feedback on my projects.

If you could tell young people two things about what they need to know and be able to do to perform well where you work, what would they be?

I would tell young people that they need to be team players and effectively collaborate with others. They also need to fit into corporate culture.

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Much of the feedback that I give throughout a task is verbal and informal, but a lot of other feedback comes through written communication. In the virtual world, I can see audio and video to be effective ways for students to demonstrate their learning and for me to provide feedback. - having students demonstrate their learning through videos, recordings and talking through their understanding, as I won't be there to see them work. I can then also provide verbal feedback and videos.

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I interviewed a drug-development chemist. He explained how he receives feedback from both supervisors and peers. The feedback is tied to goals set by the employee and are evaluated throughout the year. Interestingly, his company recently switched from placing employees into one of 5 buckets (think A, B, C,D,F) and have gone to a bimodal system of successful/not-successful. He has seen pros and cons for each system.

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I did find one statement interesting.  I was told that a measure of good work was: "Honestly, did I make my boss good?"  I'm still unpacking what that means for me in this capacity, but I think it is something interesting ...

Other than that, I'm thinking a lot about the one-on-ones and casual conversations that can sometimes feel low-stakes but are still assessing progress and understanding

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My husband, who worked in analytics/finance had sort of an interesting response.   But, a key repeated element had to do with effective communication - concise and clear.  In his line of work, he regularly meets with his employees and bosses to have a casual conversation about how work has been going.  This open and specific communication seems to be key (though, he also said, he knows he's doing his job if he gets no feedback - a "no news is good news situation"

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For my husband feedback comes through verbal and written comments from his boss, his colleagues and his clients. When presenting at conference, he gets feedback from the people attending - if they approach him interested in inquiring more about his product, he knows he has engaged them and has provided them with information worth considering and thinking about.
When meeting with his boss, he will also receive some verbal feedback several times a year in his professional growth meetings. He also receives feedback frequently via email and phone conversations (he works from home when not travelling).
He also says that he receives feedback and assessments from clients - when he works on a project, they are constantly giving him feedback on how the product and service provided is.
He also sees numbers - at the end of they year, he looks at the number of contracts he has signed, as well as the money he has earned from the projects.

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Having students reflect and respond to feedback

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Having students reflect and respond to feedback

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Also, my husband said that part of his success comes from the fact that he responds to client feedback quickly; this reminds me of the importance of having my students demonstrate the ability to reflect and respond to feedback I’ll be providing on distance-learning assessments. Assessment should be a back-and-forth: Students submit work, I provide feedback (like my husband’s clients do for him), and then they respond to that feedback in ways that allow them to reflect on and continue their learning.

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My husband is self-employed and offers a service to analyze/visualize assessment data for IB schools around the world. He gets feedback from his clients around the world, and says, “Almost all of my interactions with clients are via email. In more than 10 years, I've only spoken with a few individuals at a few schools on a few occasions.” This is similar to my situation as a distance-learning teacher, since I will be providing feedback mostly digitally, and students will have to rely on this kind of communication more now than ever. The take-away is that students are receiving feedback in a manner that’s not unlike what’s happening in the adult world of global services.

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I can do more in my classroom to make feedback a two-way street. How am I doing? How can I support the work you're doing? My check-ins with students are necessary and should be meaningful.

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I spoke to an engineer. Feedback is direct from peers and supervisors. It is also constant. There is no waiting for meetings since things that need to change or progress have a direct effect on other parts of the project.

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Work independently but frequently ask for specific feedback 

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Work independently but frequently ask for specific feedback 

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A good manager should expect an employee to use their initiative to get tasks done. Yet the communication has to always be open. Especially if things are not going as well as could be, the employee should ask for feedback. How am I doing?

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In order to be meaningful, feedback needs to be offered while students are completing a task as well as very shortly thereafter. The amount of feedback isn't as important as its specificity and timeliness.

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The most meaningful feedback is delivered during a task or shortly after its completion. It takes a variety of forms and comes from different sources -- peers, customers, and supervisors. Oral and written feedback are both helpful forms of assessment, but oral feedback -- praise or critique received "in the moment" -- often feels more helpful than summative written feedback.

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Student's well being is key at this time. Very challenging to know how any feedback will be received .

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For my son who is in construction, feedback is continuous and readily visible. The roof does not leak, the door opens and closes. When the person who has hired him feels like they did a job carefully and well..and above all did not leave a mess the feedback is a thanks for a job well done and often comes in the form of a tip.. and further work and recommendations to others.

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How do you create the mindset to seek and welcome feedback?

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How do you create the mindset to seek and welcome feedback?

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I was struck that the feedback for the person I interviewed was feedback he directly sought and was dependent on his desire to be constantly improving and on his ability to interpret the feedback in light of the needs of his students. How to we foster this mindset in students?

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Feedback that prompted more growth and learning for my interviewee (Sr. Enlisted Advisor of Military Branch) occurred in more private peer-to-peer interactions and mentoring. Feedback of growth and learning tends to be more public with awards and promotions.

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My husband,  who teaches Middle School science, said that his feedback comes from watching students engage with the material he is presenting and seeing if they are able to "do" what he is asking them to learn to do. He is constantly reflecting on this and analyzing what is working and what it not. He also formally asks them for feedback several times a year...

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I'm challenged to find ways in an online environment to build and develop a new cultural of continuous feedback.  How can I leverage technology to help transition or even elevate the feedback culture that existed in my bricks and mortar school?  How can these ideas be added to my practice when I go back?
Feedback and assessments need to be designed in such a way that students can organically see the value in going deeper into their learning, that superficial learning is only going to get you superficial results in the real world.

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My interview with a graphic designer/digital branding person revealed that her performance evaluations always started with a self-assessment form where she had a chance to highlight specific successes and areas of improvement which were then discussed in an interview where the end results was a plan for next steps that addressed her boss's recommendations for growth and addressed her identified areas of growth.
Feedback comes in many forms but in her job, it was always something solicited as a group and acted upon as a group.

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So much of school feedback is based on time. Units are covered, assessments are made and we move on. For feedback to be valuable, time must take a backseat to learning. Students learn at different paces and this needs to be incorporated into the learning process.

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The feedback given might include looking at something that went wrong, but it is with the view of "these are specific things to improve" rather than an end point. Each point, whether praise or criticism, is meant to help move the individual forward in the profession.

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Specific feedback is the most helpful.  It is a principle of good feedback that we all know, but the examples provided re-iterate the fact that specific feedback is more actionable.

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Feedback is often individualized, personal and context-specific.

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Create Opportunities for Students to Use Feedback

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Create Opportunities for Students to Use Feedback

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A teacher asked me last week: "I am spending time providing feedback to students while distance learning. But how do I know they are even reading or listening to what I have provided?" We had a discussion about designing in ways that prompt students to use the feedback somehow. Design so that the feedback is inherently useful or needed. The concept of making feedback useable was reinforced with I listened to the interview with Jay McTighe. I think this is an aspect of quality assessment and feedback that I want to continue to bring to the forefront with the teachers I work with.

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In many cases, feedback is often public because the product or service provided is also public.  The work is done with others in spaces that are either open (eg, the hairdresser) or shared (eg, a restaurant).

Similarly, the public nature means that feedback comes from multiple sources. (eg, the example from the artistic director, producer, and others).

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The benefits of immediate feedback (or timing) seemed to be highlighted throughout several interviews. This is something I'm going to work on moving forward, even if it is anecdotal and informal

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Feedback comes from multiple sources, including peers, and there is time given to put the feedback into action before another assessment or final assessment happens.