Paradoxically, educators are apprehensive about receiving feedback from their students whilst, at the same time needing to have their work validated.

The apprehension arises from two key concerns: student feedback has no value, and, second, it will be used against me.

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At the heart of an education system developing 21st century skills is a mutually trusting relationship between the educator and her student which allows co-creation of the pathway towards optimal development.  Such a relationship is characterised by feedback flowing both ways.  Information that supports the student’s growth and information that allows the educator to refine what they are providing to their students.

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In the gradual shift from controlled motivation (reward and punishment) to autonomous motivation, feedback plays an important role.  Making classroom tasks interesting and enjoyable can only go so far, some tasks must be challenging, and some will be boring.

Creating the conditions in which every task is done willingly and well involves not only good pedagogy and good content design but also an environment where students feel that not doing their best lets someone down.

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Educators also need feedback on their impact and this can come through the results that students achieve (either through formative or summative assessments) and through the experience that students report that they are having in the classroom.

Educators can be apprehensive about getting feedback from their students, but who knows better the experience they are having?

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