Beyza PARLATAN  

2013177107

3N-3

FEEDBACK AND MY REFLECTION ON FEEDBACK IN ELT

Feedback is information a teacher or another speaker, including another learner, gives to learners on how well they are doing, either to help the learner improve specific points, or to help plan their learning. Feedback can be immediate, during an activity, or delayed, at the end of an activity or part of a learning programme and can take various forms.

Types of feedback

 Oral and written feedback :

Oral feedback Oral feedback usually occurs during a task. It is sometimes underestimated because it is less formal, but it can be a very powerful and effective tool as it can be provided easily in the ‘teachable moment’ and in a timely way.

 Asking “What do you notice about ______?” or “How does this match the criteria?” stimulates students’ thinking about their learning.

Written feedback:

 Written feedback tends to be given after a task. Effective written feedback provides students with a record of what they are doing well, what needs improvement and suggested next steps. Students and teacher might use a log to monitor whether and how well the student has acted on the feedback.

Feedback during learning

Feedback during learning allows students to take feedback on board immediately and to try to realise improvement during the learning process.

Feedback after learning:

Too often feedback that is provided to students after learning has concluded is not used by the students to improve their work. This often results in teachers making the same comments over and over again and wondering why the student has not transferred the information to another context. For such feedback to influence subsequent learning, students must remember it, translate it into advice that is transferable across tasks, and apply it the next time they encounter a task in which this learning could apply. Generally, while strong students can often do this, struggling students find it more difficult.

Peer feedback:

The use of structured peer conferences can provide students with the opportunity to give and receive feedback about ongoing work, especially when the focus is on improvement rather than grading. A positive aspect of the peer feedback process is that students get to see other students’ work which can also deepen understanding of the learning goals.

Self-feedback (reflection/evaluation):

 This is the ultimate goal of feedback for learning. During the provision of feedback, teachers have the opportunity not only to provide direction for the students, but to teach them, through explicit modelling and instruction, the skills of selfassessment and goal setting, leading them to become more independent.

 To help students reach autonomy teachers can:

• explicitly identify, share, and clarify learning goals and success criteria

• model the application of criteria using samples

• provide guided opportunities for self-feedback

• teach students how to use feedback to determine next steps and set goals

 • allow time for self-feedback/reflection.

-Characteristics of good feedback-

It develops self-assessment

Good feedback helps learners develop self-assessment skills by encouraging them to recognize strengths and weaknesses in their own performance. Try providing students with a marking checklist to hand in with their work, or asking them to grade themselves. Talk to students whose estimates are out of line with yours to find the cause (under-confidence, misunderstanding of task...).

It encourages dialogue

Good feedback encourages dialogue about learning. Instructors often assume student understanding of feedback without checking. If you can get feedback on the feedback, students may be able to help you help them do better by telling you what they do and don't understand in your feedback.

It clarifies what good performance is

Good feedback clarifies what a good performance is. This is the principle of don't just say it's wrong, say what good performance is in this case and what their work needs to make it better.

It is timely

Good feedback comes in time to allow a second chance at learning. Be sure to return your comments while the work is still fresh in the student's mind, and in time to guide any resubmissions. Peer-to-peer assessment and feedback (formulated as soon as the work is handed in) can also be a good way of achieving this goal.

It guides learning

Good feedback provides information to students about their learning. The idea here is helping students understand underlying principles of learning the skill so that they don't focus only on details but rather learn about the less obvious and difficult to define qualities to work toward.

It encourages self-belief

Good feedback encourages positive motivational beliefs. The characteristic that has the highest correlation with success is the belief that you can be successful. Therefore feedback that points the way to future success (feedforward) is more motivating than the grade itself.

Examples of Good Choice of Audience	Examples of Bad Choice of Audience
·         Communicating with an individual, giving information specific to the individual performance ·         Giving group or class feedback when the same mini-lesson or reteaching session is required for a number of students	·         Using the same comments for all students ·         Never giving individual feedback because it takes too much time

Examples of Good Feedback Focus	Examples of Bad Feedback Focus
·         Making comments about the strengths and weaknesses of a performance ·         Making comments about the work process you observed or recommendations about a work process or study strategy that would help improve the work ·         Making comments that position the student as the one who chooses to do the work ·         Avoiding personal comments	·         Making comments that bypass the student (e.g., "This is hard" instead of "You did a good job because …") ·         Making criticisms without offering any insights into how to improve ·         Making personal compliments or digs (e.g., "How could you do that?" or "You idiot!")

MY REFLECTION ON FEEDBACK IN ELT

  I would prefer to use self feedback and positive feedback during learning process because they promote learning.At the same time,they have several positive features to be good feedback.For example;students can be autonomous learner thanks to self feedback.Also,it encourages self belief and self assessment.When students evaluate themselves,they take more control over their own learning.

 

     According to Audio lingualism,positive feedback should be used during learning process because negative assessment may discourage learning.I agree with this approach.I believe that positive feedback makes students more motivated and enthusiastic.We need to understand the importance of feedback during learning process.We should not ignore that a good feedback improves student’s performance.