When Feedback Matters

-

When is the last time you give feedback to your students? Is it positive or negative? 

We often think that positive feedback does little to encourage and improve learners' engagement in the process. Little do we know that it worked and may increase learning outcomes if done effectively. Wiggins (1998) pointed out that feedback is only effective when it is timely, specific, understandable, and actionable. Here how it works:

1. Feedback should be timely given, rightly after an activity, assignment, or task.

2. Feedback should be clear and specific on what has been done correctly or improved further.

3. Feedback should be within the learners' level of understanding that they can comprehend it on their own.

4. Feedback should be results-oriented; it must motivate learners to do actions they need to perform. 

It is better if the feedback is process-oriented than students' personality-oriented. In that sense, learners can focus on completing a learning task rather than focusing on their ineffectiveness as a person. Corrective feedback may fail if it always points to the learners' incapacities. 

Indeed, teachers need to know the types of feedback they would be giving to the learners and leverage feedback that builds on self-regulation and promotes optimal learning. 


Reference:

Wiggins, G. (1998). Educative assessment: Designing assessments to inform and improve student performance. San Francisco: Jossey-Bass. 

Comments

Post a Comment

Popular posts from this blog

Localization and Contextualization in Teaching K-12 Social Studies

-
One of the key features of the K-12 Social Studies (Araling Panlipunan) curriculum is the delivery of lessons through localization and contextualization. The principle of localization and contextualization is not new to DepEd teachers for it is already  embedded  in our mission which states “To protect and promote the right of every Filipino to quality, equitable, culture-based , and complete basic education…” Also, the concept of localization and contextualization is being stipulated in the provisions of our 1987 Philippine Constitution particularly on Article XIV, Section 14 of the 1987 Philippine Constitution which states that “The State shall foster the preservation, enrichment, and dynamic evolution of a Filipino national culture based on the principle of unity in diversity in a climate of free artistic and intellectual expression” and Article XIV, Section 5. (1), which states that “The State shall take into account regional and sectoral needs and conditions and shall encourage
Read more

Analysis on Child Protection Policy (DepEd Order No. 40, s. 2012)

-
        DepEd Order No. 40, s. 2012 or DepEd Child Protection policy constitutes the policy and guidelines on protecting children in school from abuse, violence, exploitation, discrimination, bullying, and other forms of abuse. Among its bases are the Philippine 1987 Constitution (Article XV, Section 3 [2]; Article XIV, Section 3 [2]), the UN Convention on the Rights of the Child (CRC), and the Family Code of the Philippines.             As stipulated further in the Order, the Department recognizes that cases of abuse may arise as a result of the difficult situations faced by teachers and other officials within and outside the school. DepEd has adopted the policy to provide special protection to children who are gravely threatened or endangered by circumstances which affect their normal development and over which they have no control, and to assist the concerned agencies in their rehabilitation. Furthermore, the Department aims to ensure such special protection from all forms of
Read more

Bakit Nahihirapan ang mga Mag-aaral sa Araling Panlipunan?

-
Ang Araling Panlipunan, bilang isang asignatura ay matagal nang tinitignan ng mga mag-aaral na mahirap, nakakabagot, at hindi interesanteng pag-aralan. Isa ito sa mga hamon na patuloy pa ring hinaharap ng mga kaguruan ngayong ika-21 siglo. 1.       Mahirap na asignatura ang Araling Panlipunan Ang naturalesa ng Araling Panlipunan, partikular ang mga sub-kategoryang asignatura nito tulad ng kasaysayan ay nangangailangan ng malalimang pag-aanalisa sa mga naganap, nagaganap, at maaaring maganap sa kasaysayan ng tao at ng daigdig. Sa dami ng mga datos na pinag-aaralan at inaanalisa, nag-iiwan ito ng tendensiya para sa mga mag-aaral na makaranas ng kahirapan sa pag-intindi sa mga datos na ito dahil sa dami ng kailangan imemorya o kabisaduhin. Lumalabas tuloy na isang kabisaduhang asignatura ang Araling Panlipunan, na memorya lamang ang pinapalakas. 2.       Nakakabagot ang Araling Panlipunan Madalas nakararanas ng pagkainip sa pag-aaral ng Araling Panlipunan ang mga mag-aaral dahil
Read more