Constructive Criticism and Effective Feedback:

You are constantly giving and receiving feedback to and from your peer, as well as, getting it from me. Interpreters must become the judges of the quality of their own work and this is where you begin and develop the knack for clear, accurate, and objective assessment.

Effective Feedback should be:

·      Constructive
so that the receiver feels encouraged and motivated to improve their practice. Don’t say, “Stop twirling your hair, I hate it when you do that, it is so immature.” Say, “Twirling your hair in between interpretation is distracting.”

·      Timely
so that students can use it for subsequent learning and work to be submitted. Don’t wait until the next day to tell this person what s/he did the day before!

·      Prompt
so that students can recall what they did and thought at the time and students have clear indications of how to improve their performance

·      Focused
on achievement, not effort. The work should be assessed, not the student. “This outfit is not becoming on you” is not acceptable. Focus on student’s skills not on fashion unless the outfit is not contrasting with student’s skin tone then say accordingly, “The yellow top does not contrast sufficiently with your skin so it is difficult for me to read your signing.”

·      Specific be specific in your critiquing. it does not just suffice to say, “Wow, you’re good.” You can say that but follow up with specifics in what brought you to that conclusion. “Your translation of this section of the text on the dog scratching itself was so clear, I can visualize it from your translation.” It applies for both positive and constructive feedback.

·      Clear When you make a comment, be sure that the receiver understood what you meant. “Umm, ahh, you know, the thing you did with your hands, I am not feeling it. You know like, those waving around, get what I mean?”  Duh?, That kind of  kind of comment is too vague. Best say, “I notice you use extraneous movements that distracts from the interpreting. For example, you would push your hair back, or swing it back frequently etc.”

·      Professional Use the correct terminology whenever possible and be professional when making your critiques.“  “Eww,I hate it when you touch your greasy hair” is a no-no. “Touching your hair frequently bothers me.” Is better or “Your extraneous movements such as touching your hair frequently is very distracting.”

·      Words to Avoid: NEVER, ALWAYS, OFTEN, YOU… Those words will make the other person defensive without hearing what you have to say. Use ME, YOUR, i.e., I notice you would clasp your hands at every two or three signs, it makes it difficult for me to follow your interpretation.” or I would suggest using a different sign to interpret that word because the meaning is not exactly the same.” 

 Types of Feedback

·      Informal
worked examples (e.g. verbal feedback in class, one on one or teamwork)

·      Formal
in writing (e.g. written commentary, generic exemplars)

·      Direct
to individual student (either in written form or in one-on-one)

·      Sandwich Method
One way of giving feedback is called the Sandwich method. The first layer or the bread of this method calls for the “critic” to mention something positive about the recipient’s work such as: I like how you categorized or chunked the information, it was easier for me to follow the train of thought.” Then the next feedback or the meat can be on an area that needs improvement i.e., your “e’s” looks like “a’s”, you need to be clear in fingerspelling production. The last bread layer or ending feedback should be a positive comment, “I noticed you have reduced the number of times you touched your hair.”

·      Check-list:
Students review their own work and list areas for improvement, partner do likewise then both compare and contrast on the list.

·      Selecting:
Student interpreter specify which areas s/he wants his or her partner to focus on for improvement. Partner provides feedback based on those areas only.

B. Aron 2008