According to Pendleton's model, how should feedback be structured to maximize learner growth?

• A. Provide positive feedback first, then have learner self-assess, then suggest improvements, and follow up.
• B. Start with learner self-assessment, provide positive feedback, then suggest improvements, and follow up.
• C. Start with negative feedback, then provide general praise, then suggest improvements, and follow up.
• D. Provide immediate critique without self-assessment, then summarize.

Answer: (B)

Pendleton's feedback structure is learner-centered and designed to maximize growth by guiding the learner through reflection before receiving guidance. The process begins with the learner's own self-assessment of what went well, which encourages thoughtful reflection and ownership over the learning process. Next, the learner receives positive feedback that reinforces strengths and builds confidence. After establishing what was done well, the learner suggests areas for improvement, setting the stage for targeted, actionable guidance. Finally, the feedback giver offers specific suggestions for improvement and plans for follow-up to ensure changes are applied and progress is tracked.

This sequence—self-assessment first, positive feedback, learner-identified improvements, then concrete suggestions plus follow-up—reduces defensiveness, aligns feedback with the learner’s perceptions, and fosters a collaborative, ongoing development process. Starting with negative critique or skipping the learner’s input tends to hinder reflection and growth, which is why the other approaches don’t fit Pendleton’s model as well.