It is incorrect to use these terms interchangeably as they are not the same thing. Evaluation is making a judgment about something or someone with little or no intention of changing any aspects or behaviors and is intended to be summative. Feedback on the other hand is providing formative information to improve performance regardless of the current performance and it is participatory for the learner. Understanding the difference and ensuring learners understand the difference can make negative feedback easier to give and receive. We have included some resources to help faculty and preceptors go beyond saying ‘good job’ to provide effective feedback and accurately evaluate learners based on explicit criteria related to educational goals.
Just In Time
These Just In Time resources are ideal if you only have a couple of minutes to start finding out about Feedback & Evaluation.
Learners value educators taking the time to provide not only oral feedback, but also written comments. Christopher J. Boes, MD provides recommendations to help write descriptive, specific, and growth-oriented comments.
Discusses ways to evaluate students accurately by recognizing limitations of idiosyncratic evaluation tendencies, develop explicit criteria to judge a particular clinical skill, and understand the importance of agreed-upon explicit criteria in the evaluation of clinical skills.
Presentation 6 of 7 in educational aspects of clinical teaching series. Focuses on feedback, the process by which teachers provide learners with information about their performance with the purpose of improving their performance. Key components covered include: characteristics of effective feedback and levels of feedback.
Presentation 5 of 7 in educational aspects of clinical teaching series. Focuses on evaluation, the process by which the teacher assesses the knowledge, skills and attitudes of learners based on criteria related to educational goals. Key components covered include: summative and formative types of evaluation, observation of learners, questioning and fostering self-assessment.
Reinterprets research on formative assessment and feedback to show how these processes can help students become self-regulated learners. Identifies seven principles of good feedback practice that support self-regulation.