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Feedback is a process in a class that has been the
main attraction for researchers instructional practices since the 1970's until
today. Consistently,
researchers have found evidence that when teachers are able to use effective
feedback procedure was found to increase student learning achievement. In
fact, results of studies conducted Bellon, Bellon, and Blank showed that
compared with many other teaching behaviors, academic feedback was more
correlated with student achievement. With
regardless of class, socioeconomic status, race, or state school this
correlation tends to be consistent. When
feedback and corrective procedures are used appropriately it turns out most of
the students can improve academic achievement up to above 20%.
Feedback is a process in a class that has been the
main attraction for researchers instructional practices since the 1970's until
today. Consistently,
researchers have found evidence that when teachers are able to use effective
feedback procedure was found to increase student learning achievement. In
fact, results of studies conducted Bellon, Bellon, and Blank showed that
compared with many other teaching behaviors, academic feedback was more
correlated with student achievement. With
regardless of class, socioeconomic status, race, or state school this
correlation tends to be consistent. When
feedback and corrective procedures are used appropriately it turns out most of
the students can improve academic achievement up to above 20%.Effective feedback is an integral part of an instructional dialogue between teachers and students, students with students, and students with itself, and not an integral practice.
Associated with this effective feedback, Black and Wiliam noted three important components, namely:
(1) Recognition of the Desired goal.
Feedback given in response to student performance. Student performance is the ability of students to be able to demonstrate mastery of a variety of learning goals. Teachers should be able to formulate learning objectives to be achieved in a clear and can communicate at the beginning of learning, both about the material, as well as mastery of curricular goals indicators.
One method that is effective enough to ensure that students understand the purpose of learning is by engaging them in defining "success criteria" that can be seen or heard. For example, teachers can show some examples of products as the learning objectives that should be emulated by the students, showing the correct sentences to be written using capital letters, the conclusions drawn from the data, presenting tables or graphs and the like.
If the students have been able to understand about learning success criteria, they will be helped to direct their learning and they will be better able to carry out the process pembelajarannnya
In addition to providing a clear understanding of learning goals, teachers also need to provide opportunities for students to understand the indicators of the level of mastery of learning goals, whether oral, written or in any other form.
(2) Evidence about the present position
The term "proof" here refers to information or facts about the performance related to learning objectives, especially about the extent of the learning objectives have been achieved and how far it has not achieved the learning objectives.
Grant Wiggin argued that feedback is not about giving praise or blame, approval or disapproval, but in an effort to provide value or meaning. Feedback is essentially neutral describing what has been done and not done the student. In addition, the feedback should also be objective, descriptive and delivered in a timely manner during the learning objectives which are still fresh in the minds of students.
One way of providing enough feedback that is meaningful to compare the products of students with criteria for success has been communicated previously. A simple example of feedback is to create a format of "List of Criteria for Success". In the list, the teacher can give a + (plus) to indicate what criteria have been met the students and to provide certain records that have not been fulfilled.
(3) Some understanding of a way to close the gap the between the two.
Effective feedback that should be able to provide guidance to each student about how to make improvements. Black and Wiliam insisted that every student should be given support and opportunity to make improvements. Teachers not only provide feedback that reflects the performance related to student learning objectives, but also must be able to provide strategies and tips on more effective ways to achieve goals, as well as the opportunity to apply the feedback it receives.
Wiggins believes that through this feedback loop can generate student performance excellence. Therefore, students should always have regular access to the criteria and standards that must be dituntaskannya task, they also have to obtain feedback in order to accomplish these tasks, they should have the opportunity to use feedback to improve its work and re-evaluate the standards
Sources:
Translated from the original title: Providing Students with Effective Feedback. Academic Leadership Online Journal Volume 4 - Issue 4 February 12, 2007
