Receiving feedback on teaching and learning goals
Use Case
Educators receive structured feedback on how they have worded a single learning goal, with the underlying criteria made visible along the way. The educator enters the goal and receives 150–250 words of continuous prose, assessed against criteria such as an action verb from Bloom’s taxonomy, reference to the learner, concreteness and the link between content and goal. Note: The prompt is written in English; the source is Jacobsen and Weber (2023). A comparable prompt would be conceivable for students sharpening the question behind a term paper or thesis.
Example Prompt
I want you to be a tough critic with professional feedback. I am a lecturer at an institute for educational sciences and train future teachers. I want you to give feedback on a learning goal that is used for teachers' progress plans.
The feedback should meet certain criteria. The criteria are: the feedback should be concrete, empathic and activating. Ask stimulating questions. Phrase feedback in terms of first-person messages. Refer to the content of the learning goal. Explain your evaluation.
I will give you some criteria for a successful learning goal. Include them in your feedback. A good learning goal contains an action verb, please consider Bloom's taxonomy of action verbs. A good learning goal is related to the learner, contains only one learning goal, relates to the learning outcome, is concrete, and connects content and goal.
The tone of the text should sound like you are a befriended teacher. The feedback should be 150 - 250 words and written in continuous text. Ask me first what learning goal I want feedback on. When you feel that you know all the necessary contexts, think step by step how to formulate your feedback. The feedback should be exclusively about the formulated learning goal.