What the Filling in the “Compliment Sandwich” Entails: Preservice Teachers’ Views of Constructive Criticism

• In Event: Roundtable Session 95
  In Roundtable Session: Research on the Development of Teacher Beliefs, Knowledge, and Efficacy

Abstract

This study was focused on the nature of constructive criticism, on what makes a criticism constructive. Beyond the common practice of layering critical feedback between initial and closing positive statements, the “compliment sandwich” of elementary school lore, we wanted to investigate the linguistic features and constitutive elements of what would make a negative feedback statement constructive. Two scenarios were given to one group of preservice teachers to which they provided written feedback. The four researcher-derived dimensions of the statements were found to be associated with ratings provided by a second group of preservice teachers for constructiveness, effectiveness, motivational support, and positivity of the feedback. Implications for what to consider when giving feedback are discussed.

Authors

• Carlton J. Fong, Texas State University

• Diane L. Schallert, The University of Texas - Austin