Feedback sandwiches affect student perceptions but not performance


This paper  by Parkes, Abercrombie and McCarty (2012) discusses the feedback sandwich technique known to most of us as the positive comments, provide critique and end with positive comments style of feedback. These authors explored the student perception and found that although students indicated they believed this method positively impacted on their performance, there was no evidence to support this belief.  The impact of feedback interventions has been extensively researched and proponents have advocated that the sandwich method builds trust and increases the receiver’s reactivity to negative comments. Critics of this technique believe this method dilutes the main message. This method of feedback has also been criticised for confusing recipients as they receive both praise and criticism.  Additionally, discouraging feedback threatens self-esteem and reduces learning. Softening the blow by providing praise is thought to preserve or enhance the learners self-esteem and protect their capacity to learn.  This paper discussed three studies. The importance of the findings for clinical supervisors and supervision is that while feedback sandwiches are favourably received by learners, they seem unconnected to subsequent performance. Educators need to be aware that there are limitations of this technique whereby learner satisfaction may be improved, but it does not necessarily improve performance. If you have any experiences about using this technique, you are welcome to share them here.  Join us @PEPCommunity.

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