FEEDBACK DEVICES
Submitted by,
Jessymol A S
The information and suggetions provided to the
students are known as feedback. Feedback refers to
providing students with the knowledge of results obtained
in the assessment test, based upon which they are
informed of the deficiencies found in their learning, along
with the recommendations for removing them.
• Feedback is provided both after the formative assessments that are
undertaken during the process of teaching and the summative
assessments that are held after the teaching ended.
• Following the feedback provided based on the formative assessment
test, the teacher and student together plan the ways and means of
eliminating the learning deficiencies pointed out.
• Following the summative assessment, students who lag behind in
learning will be identified, based on their learning achievement and
diagnostic test is conducted for them.
• All the remedial measures are not alike; they differ according to the
nature and causes for the learning difficulties experienced by
students.
• Some kind of learning difficulties could be removed by review and
revision; some other learning difficulties may need remedial teaching.
• Assessment of student learning and providing feedback are related to
each other . Without assessment, providing feedback is not possible;
assessment without feedback is ineffective.
Process of Feedback
• Feedback serves the connecting bridge between the assessment of
student learning by the teacher and following that the measures
he/she takes to improve students’ learning.
Feedback plan Modifying
learning style
Implementation
Assessment of assessment
Process plan
of
feedback
The elements involved in the process of
feedback
1. Formulating the plan of action for the given feedback
2. Implementing the plan of action
3. Assessing the effectiveness
4. Incorporating small changes needed in the learning method
5. Reassessment
Meaning
• The information and suggestions provided in the students are known
as feedback. It is very essential for students. It can be provided by the
teacher- educator as well by the peer group members. Feedback
should be given without prejudice, bias and by not discouraging the
students
• Feedback can also be provided through video tape, audio tape and
feedback questionnaires.
• Feedback has a significant impact on learning. I has been described as
”the most powerful single moderator that enhances achievement”.
Objectives
i. Guide students on what steps to take o improve
ii. Justify to students how their marks or grades as derived
iii. Identified and reward specific qualities in student work
iv. Motivate them to act on their assessment
v. Develop their capacity to monitor, evaluate and regulate their own
learning
• With the help feedback teachers gain insight into which concepts their
students understand the best and which ones are most confusing.
• Feedback is valuable when it is received, understood and acted on.
• Feedback is a crucial component of formative assessment and has two
aspects
i. Feedback obtained from planned evidence is an essential resource for
teachers to shape new learning through adjustment in their instruction.
ii. Feedback that the teacher provides to students is also an essential
resource
Good Feedback principles
• Promote dialogue and conversation around the goals of the assessment task.
• Emphasized he instructional aspects of feedback.
• Specify the goals of the assessment task and use feedback to link student performance to
the specified assessment goals.
• Engage the students to practical exercise and dialogue to help them to understand the task
criteria.
• Engage the students in conversation around the purpose of feedback.
• Design feedback comments that invite self evaluation and future self- learning.
• Engage peer feedback if necessary
• Give feedback in time
• Provide opportunities to act on feedback.
Techniques for getting feedback of students
• Observe the students body language
• Pose question to test the knowledge
• Collect written feedback
• Encourage your students to ask questions to discover their area of
interest and confusion.
• Ask students to write a response to an open question during a class to
give students the opportunity to write their own thoughts.
Types of feedback
i. Oral feedback
ii. Written feedback
iii. Formal feedback
iv. Informal feedback
v. Formative feedback
vi. Summative feedback
vii. Student peer feedback
viii. Student self feedback
ix. evaluative feedback
x. Descriptive feedback
i. Oral feedback: it occurs during a task. It includes verbal feedback.
ii. Written feedback: It provides students with a record of what they are
doing well, what needs improvement.
iii. Formal feedback: it is planned and systematically scheduled into the
process, usually associated with assessment tasks.
iv. Informal feedback: it can occurs at any time spontaneously in the
moment or during action. It helps the students to effectively encourage,
coach or guide them in daily management and decision making for
learning.
v. Formative feedback: formative feedback is to monitor student learning
and the feedback is given to improve their learning
vi. Summative feedback: the goal of summative assessment is evaluate student
learning at the end of an instructional unit by comparing it
vii. Student peer feedback: there is no longer need for teachers to give feedback.
Students can also learn to give quality feedback which is valued by peers.
viii. Student self feedback : This is the ultimate goal of feedback for learning.
During the provision of feedback, teachers have the opportunity not only
provide direction for the students, but to teach them through modelling and
instruction.
ix. Evaluative feedback: Forms of grades of brief general comments.
x. Descriptive feedback: It provides feedback to students with detailed, specific
information about improving their learning.
Feedback criteria
1. Specific : feedback must be concrete and relates to be specific measurable
performance.
2. Timely: Students must receive the feedback in time.
3. Appropriate: Feedback should be presented in a positive, tactful and non- threatening
manner.
4. Focus on behaviour: Always give feedback that is based on behaviour not student’s
personality or characteristics.
5. Proactive: don’t delay or avoid providing feedback. Identify issues and provide feedback
before they become problems.
6. Based on accurate information: the feedback should be based on accurate information.
7. Easy to understand: Complicated feedback may result in confusion and misunderstand.
Feedback should be easy o understand and clear.
Guidance as feedback devices
1. Use your feedback when you receive it.
2. Identify your strength ad weakness
3. Take note of questions/topics consistently get wrong
4. Always read he feedback given to you.
Conclusion
• Assessment and feedback need to be seen as an integral part of the
learning process for both staff and students and which helps students
develop skills and knowledge for future study or employment.
