FEEDBACK

Personal definition: It is the summary received after being assessed on a particular subject.

Online dictionary definition: It is an information about a person’s performance of a task which is used as a basis for improvement.

According to(Nicolls, 2016) “Feedback in learning provides a sense of engagement and interactivity, and allows learners to take ownership of their learning”. Effective feedback shows learners their current level of performance, and lets them know what they need to do to reach a higher level.

Feedback can be used to improve performance of learners.

OPPORTUNITIES PROVIDED BY ELEARNING FOR FEEDBACK.

Questions may be asked before introduction of new topic to test how much can be remembered by the learner from previous lesson delivered. This help the learner to used their critical thinking ability and come up with an answer.

Alternatively, question may be asked at the end of learning to test and assess the knowledge of the learner and give feedback after. This type of question can also be in form of quiz or simple test.

WHY FEEDBACK?

“The main purpose of establishing feedback to student is to increase their knowledge, skills, abilities and characteristics that effectively improve their academic performance” (Mondigo and Lao, 2017). These can be achieved in two ways

1.       Immediate feedback: This is the strategy used by teacher to make feedback ongoing during learning and can be weekly to improve academic knowledge. It gives a greater sense of security and confidence to the student.   

2.       Delayed feedback: This is when a teacher wait till final test or exam is conducted before assessment is done and feedback given. Research has found out that this type of feedback is dangerous and slows down the pace of learner (Booth et al., 2017)

TYPES OF FEEDBACK

Feedback can be given in different ways ranging from informal, formal, summative, formative, peer, self and even constructive.  Each of these feedbacks has its way of enhancing learning (Westin, 2018).

INFORMAL FEEDBACK: It can be given at any time either during learning or after. It creates rapport between teacher and learner to create confidence and strength in the learner to continue learning instead of dropping out.

FORMAL FEEDBACK: It is the type of feedback that is planned and scheduled. It is given after a task has been assessed in line with the marking guide. This feedback is usually recorded for both learner and the organisation.

SUMMATIVE FEEDBACK: This feedback is the type given at the end of a module by comparing against some standard or benchmark. It involves detailed comment about how the marks are awarded and what need to be improved on in future.

FORMATIVE FEEDBACK: It is used to monitor learning progress of the student. It is known as ongoing feedback which is best given at the start of the course and prior to summative assessment.

PEER FEEDBACK: Student can give each other quality feedback if basic instruction is given. If this type of feedback is encouraged, it will opportune the student to get enriched feedback and be able to give same which will help to develop their professional skills.

SELF FEEDBACK: Teacher can give learning goals and success criteria, model the application using samples; this will enhance and give opportunity to the student to give self-feedback and reflection(Westin, 2018).

CONSTRUCTIVE FEEDBACK: It is a type of feedback that is specific, issue focused and based on observation (Westin, 2018). It is divided into four different types.

a)       NEGATIVE FEEDBACK: It focuses on unsuccessful behaviour that should not be repeated.

b)      POSITIVE FEEDBACK: Focuses on successful behaviour that should be continued.

c)       NEGATIVE FEED-FORWARD: Focusses on behaviour that needs to be avoided in future.

d)      POSITIVE FEED-FORWARD: Focusses on behaviour that will enhance performance in future (Westin, 2018).