Student Feedback Is Important For Students And Academic Achievement Essay

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.

Growing up I never had much experience when it came to writing. In school they would tell us to write an essay about a certain topic and turn it in. We rarely got any feedback in return, the feedback we received was our grade. If you received a high grade that meant you did well, and obviously a low grade meant you didn’t meet the

I think one of the most useful forms of feedback a student can get is a paper with the professor’s notes all over it. If the student chooses to heed that feedback is their own prerogative. The study also addresses the effectiveness of model texts. I firmly agree that when it comes to poetry “‘seeing someone else do it … is very different from doing it yourself’”. Outside of the general format of the essay it can be very difficult to look at someone else’s work and figure out not only why it got the grade that it did but also how to incorporate those elements into your own work. In other subjects, however, model papers are much more useful. If a student is writing a research paper a model is good so, at the very least, they have an idea of the length but, a model paper has many more uses than just a reference for how long an assignment should be. It gives students an idea of the

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).

Besides all the good stuff, a lot of people doubt that students grading teachers will have positive results. Many educators believe that students are far too immature to handle the responsibility of critiquing a professional. One author (referring to students) states, “They may like or dislike their teachers depending upon the amount of homework he/she gives, the easiness of his tests, the leniency of the marking, their appearance, temper and such other things that appeal to the students” (Gupta, 2010, para. 4). Teachers are afraid of these biased opinions. Some even doubt the mindset of college students. The main issue that is raised is whether or not students can handle the fact that

Assessment is all about making judgements. A major argument for involving students in self and peer-assessment is that it helps them to develop the ability to make judgements, in particular about themselves and their work. This is an important life skill as well as an academic one.

To conclude, the idea of teaching writing with CALL definitely offers much in the way of learning value. Particularly the concept of giving feedback to a learner in a variety of approaches gives more potential for learning than previously ever predicted. The many different forms of feedback discussed in this assignment isolate different learning methods and responses from a student. There are two studies that look specifically into how effective online learning environments are and both indicated that automated feedback adds significance to student writing, although students do not appear to enjoy the process as much as being in a classroom. These studies identify two important points, that learning how to write should be engaging and that other real people tend to make it more so. Of these two studies, one was a huge data sample and one was

Not all students have the same learning style, and fortunately not all teachers teach the same way. This website can give professors feedback right away, and can evaluate if they are getting through the students or not. There may be some submissions that lead to a dead end, or the student gives one awful review out of many other positive submissions, but that does not mean that certain professor does not know how to do their job, and it certainly doesn’t mean everyone things the same thing. Also it’s hard to break habits, and sometimes teachers can have bad teaching habits (such as having students around the class grade each other’s essays, or procrastinating grading, or moving on to the next subject because “you’re wasting time trying to explain to this one student”). This cite can opens teachers’ eyes to what they can improve

Q6: List 5 ways in which you can demonstrate your ability to prioritise competing demands to achieve your team’s organisational goals.

As a student, it’s been an experiences. Over the course; I have grown and learned more on different skills of writing. I been a student at Colorado Christian University for about a year. One specific experiences that I’d recall, was when I had to write a letter to a co-worker. I thought I communicated well, however the feedback that I received told me the opposite. The co-worker told me that I had broken English in my writing. He told me that he was confused on what I was trying to explain. Even though what he said was true, I was upset. I didn 't realize then, that it was important for his feedback. I had taken many English courses, and it taught me that in order to become a writer, was to write. One way that helped me improve and overcome my weakness of writing was feedback from my professors and other students. The next step was to find ways to keep organized when I began to write. In spite of all my mistakes and weakness as a writer, communication was important through writing, because we have to use strong academic language to write. To point out that these are just a few I listed as a reflection on my writing skills.

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.

| Its time consumingYou might not get anything out of the observation.Example: you could be there observing for an hour and all that might have happened is the learner served one customer.

In the article “Why some schools are giving letter grades a fail” written by Erin Millar in April 2014 for The Globe and Mail newspaper, adequate reasons as to why schools are transitioning out of traditional letter grades (assessment) and into regular feedback are discussed. Though parents, universities, and employers are having a difficult time adjusting to this recent change, British education researchers Paul Black and Dylan Williams published an article in 1998 on how descriptive feedback plays a vital role in raising the academic achievement of a student. Many schools throughout British Columbia, Ontario and Quebec have adopted the idea of replacing letter grades with descriptive feedback from peers. According to Ms. Samson, a Surrey

Fear of Feedback by Jay M. Jackman and Myra H. Strober Reprint r0304h April 2003 HBR Case Study Keeping to the Fairway r0304a Thomas J. Waite First Person Leading for Value r0304b Brian Pitman Luxury for the Masses r0304c Michael J. Silverstein and Neil Fiske Tipping Point Leadership

The ability of a student to learn effectively and comprehend what they have learned depends on the interaction of multiple factors. These factors include the level of connectedness between the student and their teacher, the role of a parent in motivating the student to learn as well as the student’s own effort. For a sixth grader, who shows fluctuating classroom performance with better test performances but poor on homework, a partnership between the student, teacher and parents can be forged to improve the student’s performance. This would be done through data collection on their progress by observation, documenting, measuring and monitoring the data for implementation.