Student Feedback Techniques
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Questions and Answers

What is the primary benefit of providing specific feedback rather than general comments?

  • It is easier for the giver to formulate.
  • It makes the recipient feel better about their performance.
  • It allows the recipient to quickly implement changes and develop skills. (correct)
  • It prevents any negative feelings from arising.

Why is it important to focus on behaviors that can be changed when giving feedback?

  • To provide feedback that results in improvements and is not demotivating. (correct)
  • To avoid any emotional distress from the recipient
  • To make the recipient feel good about themselves.
  • To give the recipient full control of the feedback given.

When offering negative feedback, what strategy should be prioritized to encourage learning?

  • Highlighting failures of the student without any suggestions.
  • Asking the student what they could have done differently and offering alternatives if needed. (correct)
  • Dictating what the student should do next time, without their input.
  • Ignoring the issue until it passes.

What does it mean to 'be descriptive rather than evaluative' in feedback?

<p>To describe specific behaviours noticed and their impact, rather than simply judging performance. (C)</p> Signup and view all the answers

Why should feedback that is given start with 'I think...' or 'I feel...?'

<p>To take responsibility for the feedback as a personal observation rather than a universally agreed judgment. (B)</p> Signup and view all the answers

Why is it important to leave the recipient with a choice when providing feedback?

<p>To respect their autonomy and avoid resistance to change. (D)</p> Signup and view all the answers

What should be initially registered, according to the text, before offering any constructive criticism?

<p>The positive aspects of their performance. (C)</p> Signup and view all the answers

What is the primary reason for avoiding general comments in feedback?

<p>They lack the specific details needed to help the recipient learn and improve. (D)</p> Signup and view all the answers

What is the primary goal of providing feedback to a learner?

<p>To enhance their performance and understanding. (D)</p> Signup and view all the answers

Which of the following is NOT a characteristic of feedback?

<p>It involves prescribing change. (D)</p> Signup and view all the answers

What is the primary benefit of peer feedback for the learner providing the feedback?

<p>They reflect on the work of their classmates, developing critical skills. (D)</p> Signup and view all the answers

Which of the following is NOT a form of feedback mentioned?

<p>Peer review scores (B)</p> Signup and view all the answers

What is the main difference between constructive and destructive feedback?

<p>Constructive feedback is delivered skillfully and provides direction, while destructive feedback is generally unhelpful and demoralizing. (D)</p> Signup and view all the answers

What is a limitation of peer feedback with young learners?

<p>They may not be able to think about their classmates' work carefully. (C)</p> Signup and view all the answers

Which of the following best describes how learners can give feedback to their teachers?

<p>By making suggestions for materials or activities or discussing their engagement and problems. (B)</p> Signup and view all the answers

Which of the following is an example of constructive feedback that is NOT positive?

<p>A teacher pointing out mistakes and explaining clearly how to correct them after an essay has been completed. (A)</p> Signup and view all the answers

What is the primary purpose of providing feedback to students, according to the text?

<p>To ensure that students know the teacher is monitoring their learning and to encourage development. (C)</p> Signup and view all the answers

Why is it important to start with the positive when giving feedback?

<p>To ensure that the student is open and receptive to the feedback by noticing what they have done well first. (B)</p> Signup and view all the answers

According to the passage, how should a teacher's feedback be characterized?

<p>Balanced, useful, and focused on a few specific fields. (A)</p> Signup and view all the answers

Which of these statements is the LEAST accurate concerning feedback?

<p>Feedback should only be given to point out areas for improvement. (A)</p> Signup and view all the answers

What does the term 'autonomous learners' refer to in the context of peer feedback?

<p>Learners who are more independent and can evaluate and adjust their own learning. (D)</p> Signup and view all the answers

According to the content, feedback can focus on all of these areas EXCEPT:

<p>Learners' personal life choices. (C)</p> Signup and view all the answers

What does the text suggest about students' expectations regarding feedback?

<p>Students generally expect to be listened to and will welcome constructive feedback. (D)</p> Signup and view all the answers

In addition to written comments, what other form of feedback is mentioned as important?

<p>Oral feedback. (C)</p> Signup and view all the answers

What is one way to balance feedback?

<p>By praising achievements, while also identifying areas of weakness with suggestions for improvement. (D)</p> Signup and view all the answers

What is the effect of constructive feedback on self-awareness?

<p>It increases self-awareness by helping students understand how their actions impact others. (D)</p> Signup and view all the answers

If a teacher only gives negative feedback without any constructive advice, what is the likely result?

<p>The student will likely feel demoralized and lack direction for improvements. (A)</p> Signup and view all the answers

Apart from identifying areas for growth, what other purpose does feedback serve according to the text?

<p>It praises good work and encourages it to continue. (A)</p> Signup and view all the answers

The example, “Some great ideas came out of your brainstorming session but quite a few people weren't speaking English at times!” primarily focuses on which aspect of feedback?

<p>Language (B)</p> Signup and view all the answers

Which of the following is NOT a suggested area to concentrate feedback on, according to the text?

<p>Attentiveness (A)</p> Signup and view all the answers

In the context of providing feedback, what should a teacher aim to avoid?

<p>Confusing the learners by giving feedback on too many aspects in one go. (A)</p> Signup and view all the answers

What does the passage imply about the difference between giving no feedback and a teacher leaving the classroom during an activity?

<p>There is no difference, as both suggest a lack of care. (D)</p> Signup and view all the answers

What is the primary purpose of peer feedback in a classroom setting?

<p>To actively involve students in the learning process by reflecting on each other's work. (A)</p> Signup and view all the answers

Which of the following is NOT a key characteristic of good feedback?

<p>Critical (A)</p> Signup and view all the answers

What concern might arise when implementing peer feedback with shy students?

<p>They may not be willing to provide negative criticism. (C)</p> Signup and view all the answers

What should teachers do to encourage students to express their thoughts in lessons?

<p>Encourage them to use English, even if slower. (D)</p> Signup and view all the answers

As well as 'achievement', what other aspects of a student's work may a teacher provide feedback on?

<p>Effort and behaviour (A)</p> Signup and view all the answers

What is the main concern when using peer feedback with younger learners?

<p>They may not have the ability to think clearly about their classmate's work. (A)</p> Signup and view all the answers

Why is it important for students to understand that peer feedback is not just for criticism?

<p>To encourage a focus on improvement and collaborative learning. (D)</p> Signup and view all the answers

Which of the following is NOT something a teacher should consider when structuring feedback?

<p>Student's appearance and personality. (A)</p> Signup and view all the answers

Flashcards

What is feedback?

Information given to a learner about their performance on a learning task, usually to improve performance.

Constructive Feedback

Feedback that aims to help the learner improve, focusing on strengths and areas for growth.

Destructive Feedback

Feedback that is negative and poorly delivered, leaving the recipient feeling bad and without helpful information.

Positive Feedback

Feedback that focuses on positive aspects of the student's work, helping to build confidence and motivation.

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Negative Feedback

Feedback that highlights areas where the student can improve, providing specific suggestions for growth.

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Feedback on Language

Feedback that focuses on the student's language skills, such as grammar, vocabulary, or pronunciation.

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Feedback on Behavior

Feedback that focuses on the student's behavior, such as their participation in class or their attitude towards learning.

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Feedback on Progress

Feedback that focuses on the student's progress in learning, providing insights into their growth and development.

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Oral feedback

Feedback delivered in spoken form, like during a class discussion or one-on-one conversation.

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Written feedback

Feedback written down, like comments on a test, a report, or in a feedback journal.

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Peer feedback

Providing feedback from one learner to another, where students evaluate their peers' work.

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Classroom feedback

Feedback given to learners in a classroom setting, for example, during a group activity or a whole-class discussion.

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Individual feedback

Feedback given to learners individually, for example, during a one-on-one meeting.

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Formal feedback

Feedback given based on formal assessments like tests or exams.

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Informal feedback

Feedback provided naturally during learning, like a quick comment on a student's participation.

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Progress Feedback

Feedback that focuses on how well a student has learned something compared to their previous performance, highlighting progress made.

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Achievement Feedback

Feedback that focuses on how well a student performed on a particular task or assignment, providing specific details on their strengths and weaknesses.

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Effort Feedback

Feedback that focuses on a student's effort and motivation in learning, recognizing their commitment and hard work.

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Language Feedback

Feedback that focuses on specific areas of a student's language skills, such as grammar, vocabulary, or pronunciation.

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Behavior Feedback

Feedback that focuses on a student's behavior and participation in the classroom, recognizing positive contributions and addressing any issues.

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Content Feedback

Feedback that focuses on the specific content of a student's work, highlighting their understanding of the topic and identifying areas for deeper exploration.

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Balanced Feedback

Feedback that aims to provide balanced information, combining positive reinforcement of strengths with constructive suggestions for improvement.

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Focused Feedback

Feedback that is clear and specific, focusing on one or two key areas for development to avoid confusing the learner.

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What are the key characteristics of good feedback?

Feedback should be clear, helpful, and aim to improve the learner's work.

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What is peer feedback?

Peer feedback involves students evaluating each other's work constructively.

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What are the benefits of peer feedback?

Peer feedback encourages active learning and helps students see their own mistakes in a less threatening way.

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What are important considerations when implementing peer feedback?

It's important to guide students to provide feedback that is helpful and constructive, not just critical.

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What strategies help students give effective peer feedback?

Students may struggle to give feedback, especially if it's negative. Providing a handout with specific areas to focus on can help.

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How should feedback be tailored?

Tailoring feedback to the specific group and individual needs ensures it is relevant and effective.

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How to support shy students in peer feedback?

Shy students may find it difficult to give negative feedback. Providing a structured handout with specific areas to focus on can help.

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How does age affect feedback?

Feedback should be appropriate for the age and maturity level of the students.

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Specific Feedback

Giving specific details about what someone did well or could improve on, instead of general statements like "good job" or "not so good".

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Focus on Changeable Behavior

Feedback that focuses on actions a student can change, not things they can't control.

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Seek or Offer Alternatives

Turning negative feedback into a learning opportunity by asking the student how they could improve, or suggesting ways to do things differently next time.

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Descriptive Feedback

Describing what you observed or heard in detail, rather than simply judging it. For example, "You kept calm during the stressful situation", instead of "You handled it well."

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Own the Feedback

Using "I think..." or "I feel that..." to take responsibility for the feedback you give, rather than making it sound like a universal truth.

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Feedback with Choice

Feedback that gives information without pressuring the student to change, allowing them to choose how to act or whether to act.

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Study Notes

Student Feedback

  • Feedback is information about a learner's performance, aiming to improve. It can be verbal or non-verbal.
  • Feedback's purpose includes motivating learners (when doing well) and helping them understand how to improve. This applies to language-related tasks, and more broadly behaviour, attitude, and learning progress.
  • Examples include: Correct answers ("Yes, right!"), grammatical mistakes (arched eyebrow), or suggestions for improvement ("Almost; do you want to try again?").
  • Feedback can be directed at individuals, small groups, or the entire class.
  • Constructive feedback is essential; it focuses on improving, encourages development and self-awareness, and can include positive (praising efforts) and negative (identifying areas for improvement) elements.
  • Destructive feedback is negative and unhelpful; delivered poorly, it does not offer guidance.
  • Start constructive feedback with positive aspects; this makes negative feedback more readily received.
  • Be specific in feedback; general comments are unhelpful.
  • Feedback should refer to changeable aspects of behaviour; avoid aspects outside the learner's control.
  • Use descriptive feedback over evaluative language. This focuses on observed actions and their effects, rather than judging a performance as "good" or "bad."
  • If criticism is necessary, it should be balanced alongside positive points and specific; focus on one or two particular aspects of performance.
  • Be responsible in your feedback style. Avoid generalised or universally applied assessments; instead, own your feedback by clearly stating personal observations.
  • Feedback can focus on language skills, ideas, behaviour, attitude, progress, and how well a task is conducted.

Different Types of Feedback

  • Feedback can be delivered to individual learners or groups in several forms: oral, written, or related to formal or informal assessments.

  • Feedback can be linked to classroom activities, or even end-of-course assessments.

  • Peer feedback is feedback between learners. It is useful for all learners.

  • Peer feedback can have a positive effect in helping learners become autonomous learners.

  • Learner feedback can also help learners identify problems in lessons, activities, or course material and offer solutions.

  • Written and oral feedback can address aspects of language, content, progress, structure, and effort.

Feedback Questions

  • Feedback should be focused, fair, constructive, and highlight areas for improvement.
  • Peer feedback aims to improve, not ridicule. This is not constructive criticism.
  • Feedback should ideally include content, language, structure, and progress elements.
  • Feedback is ideally given during the lesson, not just at the end.

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Related Documents

Unit 6 Student Feedback PDF

Description

This quiz explores various techniques for providing effective feedback to students, focusing on the importance of constructive versus destructive feedback. You will learn how feedback can motivate learners and guide their improvement in performance across various tasks. Discover practical examples and strategies to enhance your feedback approach.

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