Learning Competency 3.
 Generate comments, feedbacks and observations on the feasibility,
appropriateness and relevance of concept.

Learning Objectives: At the end of the lesson, learners are expected to:
• Express and relate specific but not restrictive comment, feedbacks
and observation on the feasibility, appropriateness and relevance of
concept in the social sciences;
• evaluate concept in the social sciences; and
• use the comments, feedbacks and observation to glean information
he/she needs.
  
Let’s Answer This!

Why should this sample be included in your

portfolio?

What are the strengths of this work?

Weaknesses?
  
 
What Is Feedback?

Feedback can be information about the

quantity or quality of a group’s work, an
assessment of effectiveness of the group’s task
or activity, or evaluations of members’
individual performances.
 Why Groups Needs Feedback

First, group members who believe that their input

to the group will be evaluated are less likely to
become social loafers – those members who hide
behind the efforts of other group members.
 Second, at the group level, group members
who receive positive feedback about their group’s
performance and their interactions are more likely to be
satisfied with group member relationships, believe that their
group is more prestigious, be more cohesive, and believe
that group members are competent at their task
or activity (Anderson, Martin, & Riddle, 2001;
Limon & Boster, 2003).
  
Levels of Feedback

 
Task and Procedural Feedback
Feedback at the task or procedural level usually involves
issues of effectiveness and appropriateness. Issues of
quantity and quality of group output are the focus of task
feedback.
 Procedural feedback

It provides information on the processes the

group used to arrive at its outcome. Is the
brainstorming procedure effective for the group?
Did group members plan sufficiently?
 Individual Feedback

Feedback that focuses on specific group members is

individual feedback. This feedback may address the
knowledge, skills, or attitudes a group member
demonstrates or displays. A good place to start is with
seven characteristics that affect an individual’s ability to
be an effective group member (Larson & LaFasto,
1989).
  
Types of Feedback

There are three types of feedback—descriptive,

evaluative, and prescriptive—each of which has a
different intent or function, and carries different
inferences.
  
Descriptive Feedback

Feedback that merely identifies or describes

how a group member communicates is descriptive
feedback. You may describe someone’s communicator
style, or you may note that someone’s verbal
communication and nonverbal communication suggest
different meanings.
  
 
Evaluative Feedback

Feedback that goes beyond mere description

and provides an evaluation or assessment of the person
who communicates is evaluative feedback.
Too much negative evaluative feedback decreases
motivation and elicits defensive coping attributions, such
as attributing the feedback to others.
  

At the extreme, it can destroy group

members’ pride in their group. In these cases, group
members are likely to spend additional time
rationalizing their failures (for example, finding a
way to see a loss as a win) (Nadler, 1979).
  

To be constructive, evaluative
feedback that identifies group member
deficiencies is best given in groups with a
supportive communication climate in which
trust has developed among members.
  

In contrast, favorable feedback generates motivation

and increases feelings of attraction among group
members (Nadler, 1979).
Naturally, we assume that positive evaluative feedback
will have positive effects on a group. But can a group
receive too much favorable feedback?
  

A group inundated by positive remarks,

particularly in the absence of negative
evaluations, will start to distrust the feedback
as information and perceive it as insincere.
  
Prescriptive Feedback
Feedback that provides group members with advice
about how they should act or communicate is
prescriptive feedback.
The feedback process is not a blaming process. Rather, it
should be used as an awareness strategy, a learning tool,
and a goal-setting strategy.
  
 
Relational Feedback

Feedback that provides information about

the group climate or environmental or interaction
dynamics within a relationship in the group is relational
feedback. This feedback focuses group members’
attention on how well they are working together rather
than on the procedures used to accomplish their tasks.
  
Individual Feedback

Feedback that focuses on specific group members is

individual feedback. This feedback may address the
knowledge, skills, or attitudes a group member
demonstrates or displays. A good place to start is with
seven characteristics that affect an individual’s ability to
be an effective group member (Larson & LaFasto,
1989).
 Group Feedback  

At this level, feedback focuses on how well the

group is performing. Have team members
developed adequate skills for working
together?
  

Is it clear now…how will you put it into

practice?
  
Let’s Practice!

What would you like your _____ (e.g., parents) to know

about or see in your portfolio?

What does the portfolio as a whole reveal about you as

a learner (writer, thinker, etc.)?
  
 
Let’s Do It!

Instructions: Read the following situations and give

positive feedbacks on it. Use the strategies you have
learned from the discussion.
 
 
1. In a welding class, the teacher gives students
a performance task. The work is done when it
is ‘up to professional welding standards’ for that type
of weld. The students receive a description of the standard in
writing, with a drawing. But the key is the last phase. “When
you think your weld is up to standard, put it on this table,
and sign it with the magic marker – signifying it is up to
standard.” On the table students will also find some welds up
to standard from previous years and some that are not,
marked as such. I watched a boy who thought his was ready.
But upon getting to the table and closely inspecting all the
welds on the table, he went back to his station (having
realized his was not up to standard) to work further.
  
2. A 12th-grade teacher of writing teaches his
students to peer review and self-assess. All papers
after that training only go to him for final review after 
the paper has first gone through the review process: a) Student gives the
peer group the draft of the paper. The cover sheet states
the purpose and audience of the writing, and the student asks for targeted
feedback. b) The peer group reads and does 2 things – notes places where
purpose was best achieved and not achieved. They also mark places on the
paper where they lost interest – and they explain why orally to the writer.
c) The writer decides which feedback (and advice) to take and which not;
revises the paper, and attaches to it a self-assessment along with a brief
statement as to which feedback they accepted, which feedback they
rejected and why – and then hand this all in to the teacher.
  
3. Grade 12 students are given challenging social
studies tasks throughout the year. There are three
rubrics: one for the quality of the final product and performance,
one for the quality of the research, and one for student
independence in doing the work. Students score their own work
before handing it in against the rubrics. Part of their final grade
reflects the accuracy of their self-assessment as compared to
peer scores and teacher scores. Here is the gist of the rubric for
independence: 1: student completed the task successfully with
no help or hints from the teacher. 2: the student needed a minor
hint (e.g. a question or indirect reminder) to complete the task. 3:
the student needed 2-3 hints/cues/scaffolds to complete the task.
4: the student could only complete the task with significant
prompting and cueing by the teacher. 5: Even with significant
prompting, the student could not complete the task.
  

4. Every Friday, teachers collect index cards

in response to two questions they pose to their 12th
graders: What worked for you this week? What didn’t
work for you this week (and why)?  Teachers report back
to students on Monday, with a summary of adjustments
that the teachers might be making, based on the
feedback.