UNIVE

NAME: SHANYA SHAYAL

STUDENT ID: S11157073
RSITY
CAMPUS: LAUCALA CAMPUS OF
SOUTH
Feedback is one of the most effective teaching and learning
methods. It has a significant impact on student learning and
PACIFI
C
has been referred to as "the most powerful single moderator
that improves achievement." (Hattie, 1999). While teachers
have been found to provide a lot of feedback, students have
reported receiving little feedback that is beneficial to their
learning. Thus, rather than the quantity of comments, the
learner requires the pleasantness of the comments in order
for feedback to be acquired and used. There has been a call
ED354:
for more research into how to make comments more
beneficial to students. ASSESS
ING
To begin, the feedback model is divided into three types:
feed up, feed back, and feed forward, and then categorizes
it into four levels: assignment, task, self-regulatory, and

STUDE
self-level. Accepting the opportunity to investigate and
make discoveries feedback can be used as a motivator for improving student learning
outcomes by employing a feedback conceptual matrix that links research and practice to the
goal.
Feed Up: Students must first understand the learning intention in order to provide feedback.
Feed-up clarifies the situation for the student. What should I do? What are your goals? This
information identifies the response. The first step in developing an effective response strategy
is to set clear goals. Understanding the ultimate goal allows students to focus on their
learning activities. Focus on available learning programs. Objective conditions are also
important for the feedback system. This is because teachers can change levels if they have the
same goals they want. For example, If the goal of a unit, for example, comparing creepy
crawlies and arthropods, is clear, understudies will know what to expect, and the instructor
will be able to plan readings, collaborative ventures, examinations, and evaluations to ensure
that understudies focus on content related to this goal.
Feed Back: The purpose of the response is to evaluate and evaluate learning outcomes in
learning objectives or learning programs. It has to do with everything I do. What is a
breakthrough? Objective The second-best response is a personal response from a teacher.
These answers must be relevant to the learning objective. High scores inform students of the
progress (or differences) they are making for their goals and demonstrate their efforts to
approach the expected outcome (Brookhart, 2008). As a result, teachers will provide
feedback by completing any assignments that are part of a larger project, allowing students to
use well-known teacher guidance to become proficient while progressing cautiously. You
must be successful. Students were given feedback on each introduction they wrote in
advanced introductory modules, for example, so they could revise and improve their work.
Feed Forward:
Other steps you can take to improve performance or learning objectives: This can lead to
better performance, making it harder to improve feedback and pursue goals. Another
effective effect of feedback is to provide a storage capacity to close the response process.
Allowing feed forward in order to close the feedback loop is another effective feedback
principle. The criticism circle must be closed because it requires learners to act on previous
input, whether obtained or generated by themselves. Instructors modify their instruction
based on what they learn from student work, whether it's a checking-for-understanding errand
or a common formative assessment.
Thus, when teachers and students address all three of these questions, they provide
effective feedback.
There are four levels of feedback.
Feedback operates on four levels and can be tailored to each of them. Their names are as
follows:
1: Task-level (or product) feedback
Students' performance is described in feedback directed at the task or product, and students
may be instructed on how to obtain additional, different, or correct information.
2: Process-level feedback
Feedback aimed at improving comprehension is concerned with how a student completed a
task or produced a product.
3: self-level feedback
Personal feedback is self-directed and provides little information about the task at hand.
“That is an intelligent response, well done.”
4. self-regulation level- is an essential component of a successful feedback model.
As a teacher I would use the ideas suggested in that model in my classroom by considering
the following:
  Reduce the number of work portions you evaluate in order to provide more excellent
feedback. Increase the amount of time you devote to specific tasks so that you can
provide thoughtful, constructive, and timely feedback. To make time for this, teachers
no longer mark some assignments, read only one-third of their students' books each
week, and engage students in peer and self-assessment of some assignments.
 To facilitate feedback, automate as many lecture room strategies as possible. When
many different tasks in the classroom are automated and students take on the majority
of the accountability for their learning and learning activity, teachers can devote more
time and thought to providing sensitive, timely, content-rich feedback that is well-
matched to students' learning.
 Instead of evaluative or advice-giving language, use descriptive language. Approach
feedback by carefully observing and commenting on what has been observed, based
on the work or activity's mastering intentions.” This type of feedback informs the
student about their performance without making cost judgments and provides
coaching for improvement while leaving the choice of how to improve to the student.

 Concentrate on feedback on questions that students have situationally answered. In

subjects with few correct answers, try to use questions in your comments to help
students tease out their assumptions or to be the foundation of the best arguments.

Surveys show that one of the most important aspects of higher education and learning is
relevant, constructive, and assessment-based feedback. (Hattie, 2009) A meta-analysis of
over 800 studies found that temporal feedback was the most important coaching method for
improving learning. Feedback motivates students to understand where they are and how they
can progress and to work hard to make progress. This is an essential assessment step for
learning. Thus, timely feedback in the Pacific classroom can lead to cognitive strategies that
improve performance, such as validation and restructuring, improving strategies, and
providing more informative guidance, advice and/or counseling to students. Feedback can
encourage students to work on metacognitive strategies such as goal setting, project planning,
and observation and reflection. All of these are essential for self-regulating learning.
Feedback influences the learner's emotional processes, increasing effort, motivation, and
interaction. The Pacific Classroom feedback form has the following limitations: For students
with too much or too little technical know-how. It is best to focus on the common belief that
change will lead to immediate and significant improvement. Also, student understanding is
mainly written feedback, which is confusing and difficult for students. Some students have
difficulty understanding and applying written response skills. However, good teacher and
student interviews that invite researchers can alleviate this problem or help researchers
progress when feedback becomes unnecessary. Finally, take notes if the student lacks
knowledge. Annotations can only be supplemented or enhanced.
Conclusion
Feedback models are important in student development and should be incorporated into the
lesson. According to research, feedback is frequently negative and can reduce student effort
and achievement (Hattie & Timperley, 2007, Dinham). The comments show is partitioned
into three categories: nourishing up, nourishing back, and bolstering forward, with four levels
in between. As a result, when the taking after conditions are met and educates and
understudies address all of these questions, they give high-quality input. These trends are
important because they can help people improve their professional and personal lives, as well
as progress toward similar improvement and growth. These models are essential because they
can assist individuals in making improvements in both their professional and personal lives,
as well as progressing toward additional development and growth.

Reference
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