A structured approach to evaluation and providing feedback
Most of us benefit from and appreciate receiving feedback in a systematic manner.
Particularly useful when you are responsible for, and participate in group activities/courses
Each course group member delivers, without interruption, a presentation on their assigned task.
(The other group members are encouraged to write down their key impressions during the presentation.)
Following the presentation(s):
1. A self-assessment by the presenter:
a. At least one aspect/element of presenting that seemed
to have worked well
b. At least one aspect/element only that could be
2. Feedback from the other group members, individually:
a. One specific aspect/element only of presenting that
seemed to have worked well
b. One specific aspect/element only that could be
3. When everyone in the course group has given the feedback:
a. The person who has answered the assignment is given
the opportunity to comment on the experience of
receiving feedback, both in terms of the substance of
the feedback and the process.
4. If ample time, you may let the group share some of their
impressions during the group-activity.
Preparation i advance:
The group should agree in advance on specific aspects/elements that will be useful for structural feedback.
Examples of specific aspects/elements to include in feedback:
Strength (projection), pronunciation and enunciation, emphasis, pauses, flow, speed, reading aloud, empathy, body language, motivating, confident, breathing, articulation, intonation, focus, energy, tone of voice, movement, long words or jargon, acronyms, mumbling whole or parts of words, etc.
Developed by: Per Stabell