The Art of Giving Feedback: Applying the Sandwich Feedback Method in Group Assessment

As teachers, we often feel challenged when assessing group assignments. On one hand, we want to be fair and objective; on the other hand, we know that some students work extra hard while others tend to “ride along” with the group. Complaints like “That’s not fair, Sir/Ma’am!” worries about hurting students’ feelings, and the limited time available to give individual feedback often make group assessments feel exhausting and emotionally draining.

Group assessment indeed comes with its own level of complexity. Beyond evaluating the final product, teachers must also provide fair and constructive feedback about team dynamics and individual contributions. One effective and empathetic strategy is the Feedback Sandwich, a framework that helps teachers deliver necessary critiques without harming students’ motivation or the quality of team collaboration.

The Feedback Sandwich is an assessment method that uses not only a communicative approach but also considers the psychological aspect of students. It aligns with the connection before correction principle, where teachers first establish rapport, understand students’ work processes, and observe team dynamics before offering corrections. Like a sandwich with three layers—the top bread, the filling, and the bottom bread—this method provides three stages of feedback:

1. Positive Feedback
Begin with positive appreciation for what the team has done well—whether in their process or their final product. Highlight their strengths.

“I really appreciate the teamwork in this group. It shows in the product you’ve created and the communication you built together…”

2. Constructive Feedback
Provide feedback that is constructive—guiding, improving, and developmental. Teachers may elaborate on specific assessment criteria such as collaboration, individual contributions, communication, task distribution, responsibility, and overall work quality.

“In working on this project, there are still some areas that need improvement, especially related to contribution and the distribution of tasks, which are still not evenly shared…”

3. Positive Feedback (Closing Layer)
Before closing, reinforce something positive about the students. Thank them for their efforts, mention the next steps they can take, and emphasize that there is always room for progress—with an encouraging tone.

“Thank you for your efforts. With a few adjustments, this group can work even more solidly and produce an even stronger project.”

Tips for Implementing the Feedback Sandwich Method

• Focus on behavior, not character
  Ensure that both praise and criticism are directed at actions or outcomes that can be changed, not fixed traits. This helps teams become more open to receiving feedback.

• Ensure criticism is solution-oriented
  Constructive criticism should always be followed by a clear, actionable improvement step.

• Provide encouragement and motivation
  Allocate time to support and monitor group work so that feedback aligns with students’ competencies and group dynamics.

• Make it a two-way process
  After giving feedback, make sure students understand what needs to be improved. Also listen to their inputs or challenges to better monitor their collaborative progress.

The Feedback Sandwich method helps teachers maintain student motivation while still providing necessary constructive criticism (Siregar, 2016, p. 88). By applying the positive–constructive–positive pattern, teachers not only assess group outcomes but also cultivate confidence, responsibility, and a willingness to grow within the team.

As a closing note, in your next group assessment, try choosing one project and applying the Feedback Sandwich method consciously and systematically. Observe how students respond, how their collaborative dynamics shift, and note what needs to be adjusted for future activities.

Little by little, practices like this can be the starting point for building a healthier, more empathetic, and growth-oriented feedback culture in your classroom, Kawan Kreator.

Sources:

Siregar, T. (2016). Macro Teaching. Jawa Barat : Anggota IKAPI (p. 88) https://www.google.co.id/books/edition/MACRO_TEACHING/ZCNWEQAAQBAJ?hl=en&gbpv=1&dq=feedback+sandwich+dalam+penilaian+kelas&pg=PA88&printsec=frontcover [20 Oktober 2025]

Writer: Mona Koroh