https://padlet.com/mscvetedu/yt1th00vqby79red en-us 2022-05-05 15:08:42 UTC 2022-09-09 19:57:20 UTC hello@padlet.com https://padlet-assets.s3.amazonaws.com/icons/Lightdecrease.png https://padlet.com/mscvetedu/yt1th00vqby79red/wish/2235538104 Good feedback - I find feedback is most constructive when linked to a specific example of something I could improve on. For example being told to develop my knowledge is very non-specific, but when it was identified that my knowledge of physiology in a certain area needed some work, that felt like an achievable objective that I could go home and work at. Feedback also seems more productive when it is balanced with aspects that I have done well. 
Poor feedback - From my experience poor feedback tends to be more personally directed and not be coupled with ideas for improvement. If the feedback is overwhelmingly negative then usually the feeling left by the feedback is one of failure, rather than of being given a challenge to improve. Having received some feedback like this myself I feel even more careful to not load negative feedback onto students and to try to keep feedback relevant to specific actions or comments, rather than personal traits. ]]> 2022-07-02 13:01:44 UTC https://padlet.com/mscvetedu/yt1th00vqby79red/wish/2235538104 https://padlet.com/mscvetedu/yt1th00vqby79red/wish/2238342855 Good feedback: a progress meeting, which was a facilitated discussion on what has gone well, what needs to be improved, and what the next steps should be. Having a discussion where the 'assessor' introduces the specific area to focus on and asks the 'learner' what they think before following up with a chat about what they've said, based loosely around the Pendleton model, is quite an effective method. It forces the learner to reflect on their own progress and abilities, which will be more insightful than someone from the outside telling them, while still allowing the assessor to add in their own opinions to keep the learner on the right track by validating their thoughts on what has gone well and helping them to decide what needs to be done in the future to improve.

Poor feedback: written feedback on an essay, with vaguely placed ticks and hastily scrawled comments regarding what's wrong/incorrect. This was very unhelpful, as there was no discussion over what went wrong, just corrections, which can feel like a  more personal attack! The ticks were also unhelpful, as even though it was clear that they were intended to be a mark of 'I've read this and there's no problems here', it seemed a bit dismissive. It's easier to focus the negatives, and having the negatives explicitly pointed out and the positives vaguely marked only emphasises this and can lead to the recipient of the feedback feeling disheartened. 

-Anna]]> 2022-07-06 20:30:54 UTC https://padlet.com/mscvetedu/yt1th00vqby79red/wish/2238342855 https://padlet.com/mscvetedu/yt1th00vqby79red/wish/2238874071 Good: verbal and supporting written feedback, specific and in a positive constructive way. done privately not in front of others

Bad: done in front of others, confrontational, not constructive]]> 2022-07-07 10:33:06 UTC https://padlet.com/mscvetedu/yt1th00vqby79red/wish/2238874071 https://padlet.com/mscvetedu/yt1th00vqby79red/wish/2238912831 Positive feedback experience-  Targeted and specific feedback, delivered privately, constructively, I felt supported, motivated and listened too and had clear achievable future goals. 

Negative feedback experience - delivered unexpectedly, in a loud voice, in front of  other people, while I was focused on an unrelated  task to the feedback being given, no constructive feedback provided or future goals suggested. I felt embaressed.
Michelle.]]> 2022-07-07 11:52:25 UTC https://padlet.com/mscvetedu/yt1th00vqby79red/wish/2238912831 https://padlet.com/mscvetedu/yt1th00vqby79red/wish/2238918565 Good feedback: With feedback I have classed as 'good feedback' it has been honest but also not been about things out of my control. It has also been specific and not said/written in a way to attack me personally but more about how to improve the work. 

Poor feedback: I find it hard to understand feedback when it is quite generic and non-specific. As it highlights an area of improvement but makes it hard to know how to actually improve. I would also class feedback as poor if it was given in a way which makes you feel defensive rather than being given constructive criticism, so I think how the feedback is delivered is also important.

It's also helpful when the person offering feedback is open for you to talk to them in more detail about specific bits of feedback given.

- Emily


]]> 2022-07-07 12:04:29 UTC https://padlet.com/mscvetedu/yt1th00vqby79red/wish/2238918565 https://padlet.com/mscvetedu/yt1th00vqby79red/wish/2290223383 Poor feedback: Too general and not constructive. No input on where performance lacked and consequently could not improve. 

Good feedback: The most constructive experience for me, after insisting repeatedly on seeing my exams, was having the chance to go over my answers and comparing them to model answers. Afterwards, I was fully able to improve my performance in later exams. This is very important especially for international students.

-Adriana]]> 2022-09-09 19:57:20 UTC https://padlet.com/mscvetedu/yt1th00vqby79red/wish/2290223383