1. Providing Peer Feedback
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2. improve performance What Is Feedback?
Presentation Name
Course Name
Unit # – Lesson #.# – Lesson Name
What Is Feedback?
Evaluative information about the result of a process or activity
The purpose of feedback is to
improve performance
Feedback can help the teacher and the student clarify learning. For the student, feedback promotes self reflection and helps them plan the next steps in their learning.
But to effectively improve learning and student performance, feedback must be part of a larger process.
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3. Characteristics of Effective Feedback
Presentation Name
Course Name
Unit # – Lesson #.# – Lesson Name
Characteristics of Effective Feedback
Goal-referenced
Tangible and Transparent
Actionable
User Friendly
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4. Goal Referenced What is the goal? Did the performer achieve the goal?
Example: “The goal is to fully dimension a part using a multiview drawing so that the part can be manufactured from the drawing alone.”
Did the performer achieve the goal?
Not effective: “Poor attempt!”
Effective: “Your dimensioned drawing does not provide sufficient information for a manufacturer to produce the part.”
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5. Tangible and Transparent
Is the feedback clear and perceptible to the recipient?
Not effective: “A manufacturer would discard this drawing.”
Not effective: “Incomplete”
Not effective: “Confused!”
Effective: “How deep is the hole? How wide is the slot? You need this information to build the part.”
© 2016 Project Lead The Way, Inc.

6. Actionable Can the recipient use the feedback to drive improvement?
Not effective: “Try again!”
Effective: “Always review your drawing (or have a peer review your drawing) to make sure you have included all necessary dimensions. Ask yourself if there is enough information on the drawing to build the part.”
© 2016 Project Lead The Way, Inc.

7. User Friendly
Is there too much feedback for the recipient to reasonably address?
Is the level of the feedback too technical or too detailed?
Not effective: “Alternatively, you could use chain dimensioning instead of datum dimensioning depending on the need for dimensioning precision. For instance, if the distance between the center of the hole and the edge of the slot is important, it would be advisable to use chain dimensioning to provide a dimension from the center of the hole to the slot rather than dimension all features from a common surface. This will avoid tolerance buildup in the dimension between the hole center and the slot.”
Effective: “Provide the hole depth and the slot width using the dimensioning guidelines.”
Although the second example of feedback might be appropriate at a later time in the course, at this point, students have not been introduced to tolerances or precision and the feedback is too technical to be useful. It will not benefit students with respect to achieving the stated goal.
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8. Rules for Brainstorming
Introduction to Engineering DesignTM
Unit 1 – Lesson 1.1 – Introduction to Design Process
Feedback Loop
A process in which information about the past or present influences the same phenomenon in the future
Action
Feedback
Modification
Feedback can help the reviewer and the performer clarify learning. But to effectively improve learning and performance, feedback must be part of a larger process. For a student, feedback promotes self reflection and helps them plan the next steps in their learning, which will incorporate the feedback.
A feedback loop is a process in which information about past or present performance influences the performance of the same or similar process or activity in the future.
Through this process, students have the opportunity to reflect on their performance, revise their work, and make progress toward achieving the expected goal. When properly executed, the performer improves incrementally with each cycle of the process.
© 2016 Project Lead The Way, Inc.
Project Lead The Way, Inc.
Copyright 2007