ABCDEFG IS – The Principle of Constructive Feedback

Abstract

abstract

Making sense of feedback experiences: a multi-school study of medical students' narratives

“…Previous attempts to improve the feedback experience have focused on improving the techniques of the feedback providers through multiple guidelines . However, despite the ready availability of these guidelines, this top‐down approach appears to have had little influence upon students' experiences of feedback.…”

“…[6][7][8] Previous attempts to improve the feedback experience have focused on improving the techniques of the feedback providers through multiple guidelines. [9][10][11][12][13][14] However, despite the ready availability of these guidelines, this top-down approach appears to have had little influence upon students' experiences of feedback. Even the definition of feedback, while variable throughout the literature, has been very tutor-centric in its origins.…”

Positive feedback: a tool for quality education in field of medicine

“…For a perfect outcome, the sender and receiver of feedback should work together as a team and thus help to achieve a better output for the trainees. 10,11 To improve the quality of teaching, qualitative and quantitative approaches have been used to obtain feedback from the participants on the course. The participants suggested meeting some pre-requisites (viz.…”

“…13 The medical education unit of the National Academy of Medical Sciences, Nepal, has identified the principles which should be followed while giving constructive feedback: 'ABCDEFG IS' -amount of information; benefit to the trainees; change behavior; descriptive language; environment; focused; group check; interpretation check; and sharing information. 11 Negative feedback can depress and discourage the learner and it should be avoided. 13 One of the other studies has classified feedback in three types: brief, formal and major.…”

Penilaian Kemahiran Guru Sejarah dan Geografi dalam Pelaksanaan Kerja Kursus di Peringkat Sekolah Menengah Rendah

“…Pakar-pakar psikometrik tersebut bersependapat bahawa jika murid diberi tugasan untuk mendokumentasikan hasil pembelajaran penyelidikan mereka, mereka akan menjadi lebih aktif dan kreatif dalam pembelajaran. Bonwell (1991) dan Bhattarai (2007) menegaskan bahawa pentaksiran kerja kursus secara portfolio dapat menjadikan murid menjadi aktif dan kreatif dalam pembelajaran kerana mereka perlu menyelesaikan masalah secara sendiri dan dalam kumpulan. Apabila murid telah diberi tugasan dan tanggungjawab untuk menyempurnakan projek mereka, murid-murid akan dimotivasikan untuk mencari maklumat bersama dengan rakan sepasukan demi menyempurnakan projek penyelidikan mereka.…”