Feedback and learning

Researchers have noted the importance of feedback to learning (Mutch, 2003; Bennett, 1997; Kayrooz, 1995; Ovando, 1994; Taras, 2003; Yorke, 2003). Black and Wiliam's (1998) meta-analysis of assessment feedback "showed that feedback resulted in positive benefits on learning and achievement across all content areas, knowledge and skill types and levels of education" (Juwah et al., 2004, p.4). Researchers have also found that feedback is not always successful in enhancing student learning. Jackson and Prior (2003) suggest one of the reasons for this lack of success is that "feedback is not always delivered in the most timely or innovative way that engages students and adds value in terms of their development" (p.1).

Giving and receiving feedback is not as easy as it appears (Piccinin, 2003; Wajnrb, 1993). Mutch (2003) notes that, while business lecturers participating in her research did try to provide helpful feedback to students, when that feedback was analyzed clear examples of poor practice were evident. Indeed Brookfield (1990, cited in Bennett, 1997, p.11) describes the task of giving feedback as "one of the most difficult, demanding and complex tasks a teacher has to face". And Yorke (2003) observes "the importance of the student's reception of feedback cannot be overestimated" (p.488).

In higher education contexts principles of effective feedback (Juwah et al., 2004; Piccinin, 2003) and characteristics of constructive delivery (Ovando, 1994; Wajnrb, 1993; Brockbank & McGill, 1998; Verderber, 1999) have been suggested. As individual teachers we can 'know' the principles and characteristics of effective feedback. However, putting these into practice, consistently across an individual student's assessment tasks, across students and across subjects in a course, is difficult.

What might appear to be commonsense 'in theory' becomes complicated in practice by the feelings experienced by the giver and the receiver. When teacher feedback is vague, judgemental, ill-timed or person-focused, rather than task-focused, students receiving feedback on an assessment task can be embarrassed. They can feel diminished, discouraged and dejected by the feedback they receive. These feelings can be accentuated when students perceive the feedback they are receiving is unrelated to their learning needs. For teachers too, giving feedback on student projects can be stressful, emotionally draining and time consuming. Juwah et al., (2004) suggest more recognition be given to the role of feedback on learners' motivational beliefs and self-esteem. It has also been suggested that feedback is under-conceptualized in the theoretical higher education literature making it difficult to implement effective practices (Yorke, 2003; Sadler, 1998) and that feedback to higher education students is an under researched area (Mutch, 2003). While most universities have polices and procedures in relation to assessment practice they rarely provide the detail necessary to guide an individual teacher's feedback practices.

اخر الاخبار

اخبار العتبة العباسية المقدسة

متحف الكفيل يباشر صيانة منسوجات تراثية تابعة للعتبة العسكرية المقدسة

العتبة العباسية المقدسة تستذكر مظلومية الإمام الكاظم (عليه السلام) عبر مجلس عزاء

قسم العلاقات العامة يناقش مع منتدى شباب الإسكان إقامة مهرجان تكريم طالبات المدارس المرتديات العباءة في القادسية

سماحة السيد الصافي يدعو إلى توحيد الجهود في تحقيق التراث لضمان الرصانة والدقة وخدمة الساحة العلمية

المزيد

الآخبار الصحية

6 فواكة تساعدك على الشعور بتحسّن عند المرض

حفاظا على صحة العين.. هذا أفضل وقت لتناول فيتامين أ

الاستخدام اليومي لسماعات الأذن.. أخطر مما تتصور !

هل توقيت نشاطك اليومي يؤثر على صحة دماغك؟.. العلماء يجيبون

المزيد

الآخبار التكنلوجية

ابتكار ألماني قد يغيّر مستقبل صناعة البلاستيك

تحديثات وأرباح عبر المشاهدات.. ما الذي تخطط له "لينكد إن"؟

"الكوكايين الوردي".. مخدر جديد يثير قلق السلطات الأميركية

دراسة: تغيّرات في أسلوب القيادة قد تكشف مبكرا عن الخرف !

المزيد

مواضيع ذات صلة

Parents with Learning Disabilities CONCLUSION

PROVISION OF SUPPORT

CARING FOR CHILDREN

EUGENICS AND ETHICAL ISSUES

PARENTING

DISCRIMINATION AND DIVERSITY

THE HISTORICAL PERSPECTIVE

Parents with Learning Disabilities

Legislation and Learning Disabilities CONCLUSION

LEGAL SAFEGUARDS

MENTAL CAPACITY ACT 2005

THE HUMAN RIGHTS ACT 1998