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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.

Receiving feedback gives us an opportunity to change and modify our behaviour, in order to become more effective at skills.

We, as humans, fear the unknown, and change is after often at the root of our fears. One of the greatest catalysts for change is today’s rapid technological development, but the concept of traditional education has always been the same. Even that is changing, and as to be expected, there is a substantial amount of fear and apprehension towards distance education. With this, students are presented the chance to overcome of a

Feedback is a vital part of the assessment process as it gives the assessor an idea of if the learner has met the criteria set and if they haven’t, what action is needed to achieve the criteria.

Many people have significant difficulty in accepting criticism in any form, even where it is intended to be supportive and constructive. If we are aware that you are likely to have difficulty accepting criticism, we should try to prepare ourselves to view feedback from any source as precious and useful information that can add to our ability to reflect effectively on our work. This is not easy, but it is essential.

“Can You Be Educated from a Distance,” an insightful essay by James Barszcz, brings to focus some of the benefits and disadvantages of Distance Learning education (DL). In it, Barszcz discusses the mechanics of DL courses available to students, the quality of education DL can offer, and some reasoning behind its rapidly growing popularity. “Can You Be Educated from a Distance” is an engaging article that students of all ages can benefit from.

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

Effective feedback will encourage the learner to progress and by knowing what and when to give feedback is half the battle won, by choosing a moment to give feedback is as valuable as the actual feedback given. The learner basically wants to know two things what is the grade? and how can I improve? The perfect time to give this feedback is as early as possible after the assignment has been completed. Any feedback during the assignment should not interfere with the assignment in progress but instead compliment the good bits and encourage rather than

As a practicing teaching, I had the opportunity to assess students learning and provide them with feedback. This took place during a series of lessons (artefact 4) I taught to a year 8 Health and Physical Education class. Through the course each lesson taught and during professional experience, I formally and informally provided the students with feedback. There were opportunities to use formative feedback and assessment as well as summative feedback and assessment.

There are many reasons why we assess learners. Assessments enable tutors to measure learner’s progress towards their goal. And feedback can be given to help them such as outlining their strengths and weaknesses. Feedback is used to help learners learn and improve, and is the most important aspect of formative assessment. This can be given in various ways such as written, oral, in the form of graded/marked assignment etc. When giving feedback it is good practice to bear in mind the following points. It is important to give immediate feedback if possible; turn negative comment into constructive comments such as what to improve on before the next assessment; make assessment criteria clear, accurate and available; feedback to be clear, accurate and recorded; praise learner on achievement; encourage positive attitudes and make further suggestions. Learners can be encouraged through communication of how well they are doing and what skills and knowledge they are developing.

Feedback is important in an assessment but it must not be negative, just be constructive but positive. You can use a sandwich approach; start with positive feedback, then constructive feedback, the ending on positive note. Giving the learner a positive action plan and reassurance that it can be achieved.

The student was able to listen to and respond to feedback in order to have an overall improvement. For example, in the castle game (whiffle ball/target) he was initially unsuccessful. However, after the teacher came over and get him a few pointers he was able to hit the target 7 times in a row. This is an indicator that he is learning and improving new concepts. His success in the game made him more engaged. This meant that was he wasn’t hitting the target he would as for more feedback or tips to become more successful. Additionally, in the castle game he got praise and feedback for his improvements. Other than the castle game he only praise in the other games. The praise was for his effort in the games rather than his ability to do the skill being taught. Overall, I would say he made improvement on the concepts being taught as he was able to acknowledged, learn and responded respectfully to both constructive criticism and

This strategy will assist with promoting and interpreting feedback among the students. I hope it will extend the learning. The Visible purposeful empowering learns together facilitate learning together in small groups. Students are accustomed to receiving feedback from adults but not peers. I want the students to learn to critique to better themselves and their peers. Students should think of themselves as a source of knowledge to others. (Krechevsky, p.121). They need to offer, accept feedback.

Without this feedback the student has no independent method of assessing the level of their newly gained

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,