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Before giving feedback, ask the person how they think the observed task went. Listen to their answer, then share your own specific observations and agree on a practical next step. Their perspective can reveal what they noticed—or what you did not—but it is information, not a substitute for your assessment.
Why ask before giving your assessment?
An opening question gives the other person room to reflect before hearing your verdict. In coaching, teaching, clinical education, supportive supervision, and hands-on training, that can show whether they already recognize a difficulty, what they were concentrating on, or what circumstances shaped the task.
The conversation is useful when it brings the two perspectives together. If the person has already identified the main issue, you can explore what contributed to it and what to try next. If they have missed an important concern, explain it with concrete observations. Olivier Picard’s medical education guidance puts the boundary plainly: “Self-assessment is not infallible.” (Effective Feedback in Medical Education, last reviewed September 2026.)
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1Fix the driver behind crashes, sound loss and screen glitches2Clear out junk files and repair common Windows errors3Scan for outdated or missing drivers - takes under a minuteHow to use the question in a feedback conversation
- Ask about the task. Try “How do you think it went?” or “What part felt strongest, and what would you change?” Keep the tone curious rather than judgmental.
- Listen before evaluating. Let the person finish. Ask a follow-up about their reasoning or the circumstances they experienced, especially if those details may help explain the result.
- Compare perspectives. Name where your observations agree. If there is a meaningful gap, describe what you saw and connect it to the relevant goal or behavior.
- Agree on a next step. Ask what would help on the next attempt, then settle on an action that can be observed. In supportive supervision, the Breakthrough ACTION malaria toolkit recommends documenting an improvement commitment and following up on progress (Community Health Worker Malaria SBC Toolkit, Module 6).
When a broad question is too open-ended
“How do you think it went?” can surface unexpected context, but it can also send a short, goal-driven conversation off course. When time is limited or a particular outcome matters, ask about that outcome directly: “Did the students master your objective?” or “Did they reach your goal for this lesson?” The Teach Richland Mentor Teacher Handbook advises that “By asking a more targeted question, you have more control over the direction of the conversation.” (Teach Richland Mentor Teacher Handbook.)
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Choose the opener to fit the task: use a broad prompt when you want to hear the person’s perspective, and a focused prompt when the conversation needs to stay on a defined behavior or learning objective. Either way, follow the reflection with your assessment and a concrete next step.
Independent reader supportYour contribution helps us test, update, and keep practical guides available for everyone.What this approach does—and does not—establish
Professional guidance describes this as a way to make feedback a conversation, not as a guaranteed performance intervention. The sources cited here do not establish a measurable improvement from asking this question alone, a universal script, or a rule that self-assessment must always come before immediate correction.
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For example, the Children’s Wisconsin caregiver notebook says, “Ask how they think it went and then provide your feedback” (Tracheostomy and Ventilator Care Notebook). The sequence is a useful prompt for reflection, but the person giving feedback remains responsible for an accurate, specific assessment.
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