Feedback

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I don’t like teachers who don’t give feedback, then give low grades. I find it so unfair that teachers give poor evaluation marks when they did not do their job of giving feedback or did not give students the chance to improve their performance. That is why Giving Feedback, for me, is one of the most important aspects in effectively communicating students’ progress.

I send my children to school so they can learn best. I believe, as a parent, I am entitled to know what happens in the classroom and how I can help my children to excel. Without the teacher’s feedback, I’m lost. As a parent and as a student, I value feedback. As a future teacher, giving feedback is one of the top things in assessment that I will focus on.

GIVING FEEDBACK APPROPRIATELY

To help students achieve their goals and maximize their learning potentials, teachers should provide feedback that is:

Constructive.  It should always be encouraging, never judgmental or discouraging. It should build up the student’s confidence that he/she is capable of correcting mistakes and improving performance. The teachers must be able to show the problem-areas where the students must improve, and suggest specific ways on how the students can do this. Apply the sandwich principle: Give positive- negative-positive comments.

Timely. How can it be useful when the correct timing has lapsed? Feedback should always be timely, when students still have the time to act on it; mend what needs to be mended and boost performance level to the max.

Prompt: Feedback should be given during the time that students’ interest is still high, when post activity questions, feelings and concerns are still at their peak. Usually, after an exam or a performance test, the students are eager to know how they fared in the assessment, what their mistakes are, what their excellent points are, what their scores are, etc. If feedback is given right away or the soonest possible time, the effect is maximized. The students are still on it, and they will remember and act on the feedback in order to perform better next time. On the other hand, if feedback is given too late, students may already lose interest as they may be busy already with current things, and the feedback becomes useless.

Supportive to Learning. Teachers must clarify to students where they really are in their learning, and help them bridge any learning gaps.

Focused.  It must be clear that the focus of assessment is the achievement of the student, not the student.

Consequential. Students must be encouraged to act on feedback, and use it to self-reflect and accordingly plan their learning strategies to address concerns indicated in the feedback.

Fostering Independence. Feedback must be able to help the students become more self-directed, independent learners.

Efficient. Feedback and assessment strategies need to be feasible/doable/realistic. Simple yet effective strategies may be employed (consultations between students and teachers; returning of exams and reviewing of answers; returning of assessment products with specific comments, etc.) Considering all factors (resources, time, student and teacher factors), feedback should be done in a manner most beneficial to all.

Reference:

University of Exeter. (n.d.). Marking and giving feedback. Retrieved from http://as.exeter.ac.uk/support/staffdevelopment/aspectsofacademicpractice/assessmentandfeedback/markingandgivingfeedback/generalprinciples/