An Assessment Of Performance Feedback Transparency

Praise and feedback should be used and given individually. These two are different but yet the same. Providing praise can build students self-confidence whereas, feedback can have either a positive or negative outcome. With feedback we as educators need to monitor student’s behavior and performance as well. Both should be used before, during, and after a lesson or assessment is given to

In my point of view feedback is an essential tool for learners’ progress. If the student is not assessing their work then they are not learning and given feedback are vital to ensure best practice is maintained and the learners are achieving to their full potential.

All feedback needs to be concerned and supportive; it needs to include both negative and positive feedback. Positive can help us feel good about our self and positive about our skills that have been observed. However to develop further we need negative feedback to make improvements and grow as individuals, and

Feedback is perceived as more valid and objective, leading to acceptance of results and actions required (Michael Armstrong 2009:646).This implies

Alfie Kohn discussed multiple fabulous points in his article, “Degrading to De-Grading”. The author suggests more effective ways to assess students’ progress other than numerical or letter grades. Kohn goes into detail about why our current grading system is flawed. Grades can cause students to lose interest in learning which causes them to stop taking challenges. If students are not engaged and interested than they are not retaining the information they are being taught. The grading system can also cause students to develop unhealthy competition with one another for instance, “I got a better grade than you!”. Indeed, grades are a wonderful concept, but they tend to be more hurtful than helpful. In some cases, grades can have positive effects on students. For example, setting goals for various assignments, or receiving help where they are struggling. Though, there are alternatives that could make positive changes in the system.

If the feedback is questionable then it becomes useless because it is not trusted. Positive and negative feedback will be more readily accepted if it is kept even, if it is more of one then it may not be received well by the learner for reasons that become obvious within the learner’s behavior or work.

By providing feedback the pupils will see more clearly what they need to do next and how to improve on their work if needed, examples of feedback could be questions in a group or a through a whole class discussion.

It is always my aim to ensure that feedback is timely and given in a constructive and sensitive manner; and my approach can sometimes be influenced by what I have learned during initial assessment; and as I develop relationships with the learner. I have recently made efforts to encourage my learners to reflect and to self-assess their performance. I feel that this helps to pave the way for me to feedback to the individual and to reduce the risk of de-motivating them.

This can show vocabulary words that they have learned, concepts they have mastered, or subjects that they have studied. The teacher can refer back to these lists regularly to reinforce new concepts and build on old ideas. Specific feedback can be integrated into classroom discussions or on student papers, explaining problems or elaborating further on an idea that the student has learned. Immediate feedback can be critical because it can alter the course of the student’s thinking before they become more confused. The teacher who is observant can correct misinformation or misconceptions quickly to avoid further problems in the student’s learning process. This can be a result of classroom discussions, question and answer sessions, and call and response methods. All forms of feedback have benefits and when used together can create a cohesive picture of the student’s abilities and success. Instructional feedback for students can have several benefits ranging from motivating the student to achieve more to helping them develop more refined metacognition and also possibly giving the student a sense of control over their own educational success (Malley, 1994).

Reinforcing feedback has a strong positive influence on behavior. Most of us like to hear compliments and feel recognized. Reinforcing feedback will encourage us to do what we did more often, and

In their article “Teaching the Art and Craft of giving and receiving feedback, Harms and Roebuck suggest that in every work environment, the process of giving and receiving feedback is very vital in addressing the performance of employees and managers. They claimed from their research that in view of the fact that there is no stipulated guideline in proving feedback, the use of a qualitative and quantitative form of feedback mechanism should be incorporated in daily learning by students. Harms and Roebuck suggest that emphasis should be placed on ensuring that feedback is a two-way communication (Krug, 1998, cited in Harms and Roebuck,

Different feedback strategys have been used as efficent tools in the promotion of progress and improvement in the professional world (Baker, A. Perrault D. Alain, R., 2013). De Janasz et al. (2014) explains some positive outcomes that result from shariying, asking and getting feedback from others in within a workplace; such as improving and reforcing employee relationships, enforcing a gainnful comunication, promoting teamwork, and increasing the performance of employees. Specificly De Janasz et al. (2014) develops the idea that providing constructive feedback, sustained by strong interpersonal communication skills, enables the individual recognize their strengths and wiknesses in a clear and non risky way, in order to look for the most accurate plan to improve, and obtain significant and necessary behavioral changes. Everyday Feedback as part of an organization strategy help employees feel confident about their possition and process inside the company, and promotes a clear path to achieve personal and organizational goals (Baker, A. Perrault D. Alain, R. (2013); citado en Levy and williams,

Therefore, feedback is designed to provide useful information to participants to help develop and improve them as leaders. It should not be used to hurt participants or make them feel bad; however, feedback is needed for improvements and coaching in order to move them to the next level. According to Hughes, Ginnett, & Curphy (2015) “The skill of giving constructive feedback, however, inherently involves actively giving feedback to some else. Getting helpful feedback is essential to a subordinate’s performance and development. Without feedback, a subordinate will not be able to tell whether she’s doing a good job or whether her abrasiveness is turning people off and hurting her chances for promotion (p.444).”

In an article from the U.S. Office of Personnel Management [OPM] (n.d.) it stated that “without feedback, you 're walking blind, at best, you 'll accidentally reach your goal, and at worst, you will wander aimlessly through the dark, never reaching your destination.” Feedback is a critical element in a managers “toolbox” when evaluating employees. It gives an employee a view of how good or bad their previous performance was and what or if they need to improve in their performance. It also reduces