Research shows that absorbing and implementing feedback is the best indication of learning. This is because effective feedback tells us what we’re doing wrong, as well as what we’re doing well — and it is only in knowing these two elements that we can continue to learn and improve our skills. Therefore, giving effective feedback is an important responsibility of any TA, whether it’s informal (in the classroom, in the hall) or formal (written on an assignment). Below are some general tips on both giving and receiving feedback as a TA. For more strategies, check out this article.

“Good” and “bad” feedback

What do you think of when you reflect on a time you received “good feedback” or “bad feedback”? Often we believe good feedback is when we hear we’ve done something right, and bad feedback is when we’ve done something wrong. This is a myth! Good feedback points out both what is strong about someone’s work, and also where there is room for growth, while being very specific; bad feedback, on the other hand, is vague and unsubstantiated. For example, a checkmark next to a thesis statement doesn’t say what is good about it, and doesn’t give anything concrete for the student to carry forward into their next thesis statement. That’s why good feedback is evidence-based and future-oriented.

Evidence-based and future-oriented feedback

Good feedback has two elements: it is evidence-based (this is effective because X, this is ineffective because Y), and it is future-oriented (it is framed in a way that can be implemented in the next similar assignment/situation the student finds themselves in, such as writing a better thesis statement next time). Without these two elements, feedback is not helpful.

Mid- and end-of-term TA feedback

For the same reason we give feedback to help students learn, TAs may want to take opportunities to receive feedback on their teaching and learn how to become better teachers. Many departments provide tools for TA evaluations, but you may need to ask your department after the semester is over to provide you with those materials. And while end-of-term feedback is helpful going into your next semester, it doesn’t allow you room to adjust your teaching for that group who is already finished the course. With this in mind, you may want to administer a basic survey halfway through the semester and ask students what you’re doing well, what is an area for growth, and what they’d like to see in the tutorials. This is a very vulnerable position to be in, but the truth is we ask all students to be vulnerable when they submit assignments and are in a position to receive feedback; in order to be fair to them and to dismantle this double-standard/hierarchy, it’s only right that we exhibit vulnerability themselves.