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

  1. This is a very informative and well-written blog post. The explanations are clear and easy to understand, especially for students who struggle with accounting concepts. I believe that using financial accounting assignment help can really simplify complex calculations and theories. Your content provides great guidance and valuable insights for learners. Thanks for sharing such useful information this will definitely help students improve their understanding and academic performance. Keep up the great work and continue sharing more helpful resources.

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