The document discusses generating comments, feedback, and observations on concepts. It defines feedback as information about work quality or effectiveness that can evaluate individual or group performance. There are different types of feedback like procedural, individual, group, descriptive, evaluative, prescriptive, and relational feedback. The document also explains the stages of collecting, reflecting, defining goals, sharing, and selecting artifacts for a portfolio.
The document discusses generating comments, feedback, and observations on concepts. It defines feedback as information about work quality or effectiveness that can evaluate individual or group performance. There are different types of feedback like procedural, individual, group, descriptive, evaluative, prescriptive, and relational feedback. The document also explains the stages of collecting, reflecting, defining goals, sharing, and selecting artifacts for a portfolio.
The document discusses generating comments, feedback, and observations on concepts. It defines feedback as information about work quality or effectiveness that can evaluate individual or group performance. There are different types of feedback like procedural, individual, group, descriptive, evaluative, prescriptive, and relational feedback. The document also explains the stages of collecting, reflecting, defining goals, sharing, and selecting artifacts for a portfolio.
observations on the feasibility, appropriateness and relevance of concept. Learning Objectives:
1. Express and relate specific but not restrictive,
comments, feedbacks and observation on the feasibility, appropriateness and relevance of the concept in the social sciences. 2. Use the comments, feedbacks and observation to glean information needed. 1. C_ _ _ _ _ _ _ _ _
The student collects and retrieves as
many evidences or outputs from the course. 2. R _ _ _ _ _ _ _ _ _ The student makes personal and academic insights based on the artifacts gathered. 3. P _ _ _ _ _ _ _ _ _
This is the stage where students define the
goal or purpose of the portfolio. 4. C _ _ _ _ _ _ _ _ _ & P _ _ _ _ _ _ _ _ _ _ _ Students share their portfolio with classmates, teachers, and even parents. They are also given the opportunity to provide feedback on the portfolio. 5. S _ _ _ _ _ _ _ _ The student evaluates all the artifacts gathered using criteria appropriate for the purpose of the portfolio. What is Comments? Feedbacks? Observations? FEEDBACKS
It 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 evaluation of member’ individual performances. FEEDBACKS
It 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 evaluation of member’ individual performances. PROCEDURAL FEEDBACK
It provides information on the processes
the group used to arrive at its outcome. Is the brainstorming effective for the group? Did group members plan sufficiently? INDIVIDUAL FEEDBACK
Feedback that focuses on specific group
members. This feedback may address the knowledge, skills, or attitudes a group member demonstrates or displays. INDIVIDUAL FEEDBACK It answers the three main issues:
1. Do you demonstrate the essential skills and
abilities needed by the team? 2. Do you demonstrate a strong desire to contribute to the group activities? 3. Are you capable of collaborating effectively with other team members? GROUP FEEDBACK
Feedback focuses on well the group is
performing. Have team members developed adequate skills for working together? Types of Feedback DESCRIPTIVE FEEDBACK
Feedback that merely identifies or
describes how a group member communicates. 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. PRESCRIPTIVE FEEDBACK
Feedback that group members with
advice about how they should act communicate. RELATIONAL FEEDBACK
Feedback that information about the
group climate or environmental or interaction dynamics within a relationship in the group. This feedback focuses group members’ attention on how well they are working together rather than on the procedures used to accomplish their tasks.