Page 242 - DEDU504_EDUCATIONAL_MEASUREMENT_AND_EVALUATION_ENGLISH

Educational Measurement and Evaluation

Notes Positive feedback suggests to learners what they might do to improve. Here are some examples of
positive feedback a teacher could provide :
• “I can see that you have tried very hard on this task.”
• “You have been seriously thinking about this topic.”
• “Try writing this sentence so it is clear that you are disagreeing with the author.”
• “You have not included any labels for the diagram, check your exercise book if you are having
trouble.”
Usually, negative feedback does not help learners and it should be avoided. Negative feedback
makes learners feel unsuccessful, ashamed and unable to do the work. Instead of motivating
learners, negative feedback tends to push learners away from accomplishing the desired tasks.
Negative feedback may hurt some children deeply. Avoid negative feedback such as : “Pull up
your socks!” “You can do better.” “You have been lazy.”
Feedback should be timely. That means that the learners should get back their assignments and
projects with the feedback soon after they have handed them in to the teacher. If a teacher waits
too long to mark and hand back the assignments that provide feedback, the learners may not
show much interest in the feedback or they may forget some things about the work they did and
not benefit as much from the teacher’s feedback. Learners should receive feedback on the assessment
activities while the memory of working on it is still “fresh” in their mind.
Here are some things to consider when providing learners with feedback.
• Feedback to learners from the teacher tells the student how to improve, Feedback is instructive.
Learners can see their own progress. Learners start thinking about the quality of their work.
All learners stay engaged in learning.
• Learners who are falling behind need extra support.
• Learners who are moving ahead of others need help to continue being challenged by school
work.
• Learners come to know something about themselves, the way they learn best and how they
can improve their own learning skills.
• Learners develop a positive feeling about themselves.

Feedback data will be more useful if they contain or can be related to student profile
data (for example, age, gender, mode of study, ethnic background). This is an important
issue to consider at institution and programme levels and for modules with large and
diverse student groups.

20.2 Objectives of Feedback for Students

The purposes of collecting and using student feedback are in the following matter:-
In responding to the consultation exercise, institutions referred to the main purposes, of student
feedback as :
• enhancing the students’ experience of learning and teaching
• contributing to monitoring and review of quality and standards.
Other purposes cited included :
• ensuring the effectiveness of course design and delivery
• enabling a dialogue with students
• helping students reflect upon their experiences
• as part of the teaching and learning process

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