Feedback tools for small groups
Below you will find suggestions for possible tools for small events, e.g. seminars, colloquia, etc.
Traffic light feedback
Group size: all sizes
Feedback: teaching (feedback on various aspects of the course, e.g. framework conditions, preparation, implementation, effects, etc.)
When? At the beginning, middle and end of the course
Format: online and in the classroom
Description: participants answer a question by raising a ‘ballot paper/traffic light card’.
Implementation: the method can be implemented in the following way:
- The students receive three cards in one of the traffic light colours (red, yellow, green), which they can hold up to represent their views.
- Students should use the cards to answer clearly formulated questions, which should clearly represent the opinion of the entire training group.
- The traffic light cards can also be adequately analysed in case of difficulties or ambiguities in the work phases, so that help can be given immediately without distracting the group.
- The teaching staff can adapt and modify the rest of the lesson based on the feedback received (direct/indirect).
Source: Rabenstein, R., Reichel, R. & Thanhoffer, M. (2014). Das Methoden-Set – 5 Bücher für Referenten und Seminarleiterinnen. Münster: Ökotopia Verlag.
Mid-term evaluation
Group size: small to medium
Feedback: teaching (feedback on various aspects of the course, e.g. framework conditions, preparation, implementation, effects, etc.)
When? Mid-term
Format: in the classroom
Description and implementation: The following four questions are each written on a poster and hung up in the room:
- “What goals were achieved?”,
- “What went well?”,
- “What didn't go well?” and
- “Are there any suggestions for changes?”.
The participants take turns writing down their answers to all of the questions. It is advisable to take a 15-minute break to complete the questions and ask the participants to take 5 minutes during this time to write down their own statements. There is then a joint discussion after the break.
Source: Brinker, Tobina; Schumacher, Eva-Maria: Befähigen statt belehren. Neue Lehr- und Lernkultur an Hochschulen. Bern: hep Verlag, 2014, Methodenkarte 21
Feedback discussion
Group size: seminar groups of 1-8 people
Feedback: teaching (feedback on various aspects of the course, e.g. framework conditions, preparation, implementation, effects, etc.) and learning (feedback on the students' learning process, e.g. prior knowledge and experience; questions and challenges; eye openers; short comprehension tests, etc.)
When? At the end of the course
Format: in the classroom
Description and implementation:
Template for feedback discussions (only available in German) in courses with fewer participants
The one-minute paper
Group size: all sizes
Feedback: learning (feedback on the students' learning process, e.g. prior knowledge and experience; questions and challenges; eye openers; short comprehension tests, etc.)
When? Mid-term, at the end of the course
Format: online and in the classroom
Description: The one-minute paper is used to record learning outcomes and open questions from students. Students actively engage with the content of the course. Possible questions:
- What questions about the topic do you still have today?
- What is the most important takeaway for you from today's session?
- In what areas do you still need clarification or practice?
- How would you rate the order of events in today's session?
Implementation: The teaching staff writes two to three questions on the (digital) board or on a flip chart, and the participants answer the questions briefly (one minute) in writing.
Source: Vrabl, O. (2021). Die Kartentechnik: Das weiterentwickelte Minutenpapier zur Förderung wirksamer Lehr-/Lernprozesse. die hochschullehre 17/2021.
Structured flash feedback
Group size: seminar groups of approximately 20 people
Feedback: teaching (feedback on various aspects of the course, e.g. framework conditions, preparation, implementation, effects, etc.)
When? Mid-term, at the end of the course or semester
Format: in the classroom
Description and implementation: You will need a blackboard, flip chart or other type of medium to visualize [JW1] [CLP2] the questions or statements. Possible questions or statements:
- What helped you decide how to approach the topic?
- What practical references helped you better understand the topic?
- What was the most important aspect of today’s event for you?
- What I’m still unclear on is...
You can use the feedback on specific aspects of your event to help you plan future ones.
Source: https://lehreladen.rub.de/planung-durchfuehrung-kompetenzorientierter-lehre/theoretische-grundlagen/methoden/strukturiertes-blitzlicht/ (in German)
Event barometer
Group size: small groups
Feedback: teaching (feedback on various aspects of the course, e.g. framework conditions, preparation, implementation, effects, etc.) and learning (feedback on the students’ learning process, e.g. prior knowledge and experience; questions and challenges; eye openers; short comprehension tests, etc.)
When? At the end of the semester
Format: online and in the classroom
Description: This feedback method
- supports participants’ in individually reflecting on their learning process;
- offers a review of the content from the entire course;
- draws attention to which framework conditions and methods are conducive to learning, and which are not;
- gives the teacher differentiated feedback from the students.
Implementation: On a large piece of paper (flip chart), each participant maps out their personal learning curve over the entire course of the event. This serves as the basis for a subsequent evaluation discussion.
The five-finger method
Group size: small to large (oral feedback, joint written or written feedback on a form is most suitable, depending on the size of the group)
Feedback: teaching (feedback on various aspects of the course, e.g. framework conditions, preparation, implementation, effects, etc.)
When? At the end of the course
Format: in the classroom
Description and implementation: The students give feedback on the course using finger signs.
The finger signs are as follows:
- Thumbs up: That was great.
- Index finger: I met those goals.
- Middle finger: I don’t like that/I didn’t like that.
- Ring finger: That was my experience.
- Pinkie finger: That wasn’t optimal.
The feedback can be filled in on a prepared worksheet, for example by drawing a hand and writing in the five feedback questions, or it can be called out verbally. The answers can be collected or discussed on the spot. Using a hand as a model makes this an easy-to-grasp feedback tool.
Source: Brinker, Tobina; Schumacher, Eva-Maria: Befähigen statt belehren. Bern: hep Verlag, 2014, p. 153.