邢唷��>� 8:��7��欹�!` ��@bjbj\璡� 5(>�>� 2��ppp8��. $�hz<� <�� Q�� |� � � �� `L�俶�p� ��g0��.p�� <<�X � ��d,D��,��QTips for Providing Feedback After devoting energy to their presentations, students typically desire and expect thorough feedback about their presentations. Often it is difficult and perhaps inappropriate to provide oral feedback immediately following the presentation. Students also may find this threatening. Some anxious students will approach you after class for oral feedback; others are content to wait until the next class session for written feedback. In the case of group presentations, group members often will approach you en masse to request oral feedback; or, occasionally, individual students will approach you wanting to vent about other group members or assign praise or blame to individuals in their group. Regardless of the type of presentation, you will need to decide how to balance feedback to the group as a whole and feedback to the individual presenters. Consider announcing your approach to providing feedback in advance so that they know what to expect. We encourage you to think carefully about the oral and written feedback you provide and consider these suggestions for providing written feedback to students. Ask for Outlines. If you ask students to submit an outline at the time of their presentation, you can write comments directly on the outline during the presentation; this may make it easier to offer specific comments. The student will be able to review the outline and the comments that relate to specific aspects of the presentation. Begin and End with Positive Statements. Even in the worst presentations you generally can find something positive (e.g., 揧ou selected an interesting topic� or 揧our visual aid helped to clarify the extent of the problem�). Be Specific. General comments like 揼ood use of evidence� or 揼reat introduction� are easy to write but relatively meaningless. Describe what was done and/or what needed to be done. (e.g., rather than writing 揧ou had very poor eye contact� you might write 揧our eye contact did not demonstrate you were engaged with all areas of the audience� or 揧ou seemed to look only at me during the presentation�). Describe specific elements and/or behaviors that were effective and ineffective. Be honest but Tactful. (e.g., 揑 did not get the impression that you had practiced your presentation out loud in order to become comfortable with your pronunciation and word choices�). Tips for Providing Feedback, continued Suggest a Plan of Action. Identify areas for improvement/weaknesses and, whenever possible, offer ideas for improving those weaknesses (e.g., 揊or next time let抯 work on the organization of your presentation by following one of the established patterns� or 揝ee your text for examples of how to supply a complete oral citation�). Use an Additional Feedback Form. If you feel you do not have sufficient space for feedback on the Speech Assessment Form, consider supplementing it with an additional page. Write the most important feedback points on the form (i.e., those that heavily determined their score on the trait) and supply additional feedback on the supplemental page. In addition to supplying comments on the Speech Assessment Form for individual presentations, you may consider using an additional feedback form that specifically assesses group components of presentations (e.g., division of time and material, group cohesiveness). Transfer Your Thoughts. You can transfer comments to the Speech Assessment Form that relate to the various traits of the rubric. You are likely to discover that you can offer more thoughtful comments on the Assessment Form if you follow this practice of writing comments after � rather than during � the presentation. Tape for Later. If you are apprehensive about your ability to evaluate oral presentations, consider audio taping or videotaping the presentations. Some instructors do this because they would like to re-hear the entire presentation or portions of the presentation; this enables them to provide more thorough feedback and better defend their grades when students have questions. Additionally, many instructors record the presentations and give students the recording after grading because it provides students with an opportunity to review their performance � Unlike written papers where there is a tangible product, oral presentations leave no evidence. Make Sure Grades Reflect Feedback. Students will be looking for their grade on the assignment. Remember that comments should reflect the grade/numerical score (i.e., if you offer only positive feedback, a student will be confused by a 搇ow� grade). 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