Creating and Aligning Learning Objectives (JiTL)-Learning Objectives Framed by Bloom's Taxonomy of the Cognitive Domain (CPL)

Learning Objectives Framed by Bloom's Taxonomy of the Cognitive Domain (CPL)

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This document outlines six best practices for giving effective feedback: <br /><br />1. Clearly set expectations and establish an agenda for providing or requesting feedback.<br />2. Be specific in explaining why particular behaviors or decisions should be maintained or changed.<br />3. Base feedback on objective observations and facts rather than opinions.<br />4. Focus feedback on behaviors that are directly relevant and critical to performance.<br />5. Ensure feedback is timely, delivered as soon as possible after the observed behavior.<br />6. Balance feedback by providing both reinforcement of positive behaviors and suggestions for improvement.<br /><br />These best practices emphasize clarity, specificity, objectivity, relevance, timeliness, and balance to maximize the effectiveness of feedback. The document also provides a list of scholarly resources for further reading on feedback in clinical and educational contexts. These references include works discussing the importance of detailed and constructive feedback beyond simple praise, strategies for giving feedback with good judgment and inquiry, and theories on effective debriefing techniques. Notable sources cited are Anderson (2012), Ende (1983), Gigante et al. (2011), Hattie and Timperley (2007), and Rudolph et al. (2006–2013). <br /><br />Together, these practices and readings form a foundation for giving feedback that promotes growth, learning, and improved performance in professional and educational settings.

Keywords

effective feedback

best practices

clear expectations

specific feedback

objective observations

behavioral feedback

timely feedback

balanced feedback

constructive criticism

feedback in education