Corrective feedback is a frequent practice in education and in general learning. This usually involves students who receive either formal or informal feedback on their performance on various tasks by a teacher or colleague (s). However, learning that takes place outside the institutional school field can also rely heavily on corrective feedback.
Video Corrective feedback
Corrective feedback samples
Different types of corrective feedback exist, each with its own appropriate use. Corrective feedback begins in early childhood with the mother, in which the parent or caregiver provides a subtle correction of youthful speaking errors. Such feedback, known as reshuffle, often leads to the child repeating his speech correctly (or with less error) in imitating the parent model.
At the preschool or kindergarten level, corrective feedback is usually informal and verbal. Such feedback is also common in higher classes, but, as students progress through grades, it is common practice for their teachers to provide written corrections on their work samples or on separate feedback sheets. Written and oral feedback can be given in sentence form (ie, anecdotal feedback) explaining the benefits and weaknesses of work, in which case a typical practice involves a teacher demonstrating three forces and one "next step" for future improvement. The written feedback in particular can involve a number of "markups" on student work, with underlined or circled errors and corrections entered or recorded in margins.
Feedback can also be recorded as a score, such as percentage, letter grade, or level of achievement determined by a particular reference. Values ​​can be based on the teacher's overall impression of the job, but judgments based on explicit criteria are increasingly common. An example of such a holistic assessment is the rubric. A typical rubric is a chart in the form of a grid that lists some criteria, performance indicators, and level of achievement. For example, a rubric for an essay writing assignment may include "grammar" as one of its criteria; performance indicators for the level of achievement of "B" in grammar may be, "This essay contains some minor grammatical errors" while performance indicators for "A" grammatical achievement levels may, "Essays do not contain grammatical errors." Such a rubric allows students to see their strengths and weaknesses vis-ÃÆ' -vis various criteria.
Maps Corrective feedback
The amount of corrective feedback
In higher classes, the correction may become more or more nuanced, although the frequency of correction varies from teacher to teacher. Such corrections may be random in an attempt to communicate to students the errors made. Alternatively, the correction may be focused on a set of selected error types. For example, teachers sometimes focus on correcting the first basic mistake in hopes of helping students handle it immediately to deal with more complicated errors in subsequent tasks. Teachers can fix one, some, or even all instances of a particular error.
There is some debate about the total number of corrections that teachers have to make on a particular piece of work. Teachers who make big corrections give the "right" sense of how far students need remediation, but such feedback can be overwhelming. If students receive the feedback, they may see their performance as a failure, thus hurting their self-image and self-confidence. Students may then nullify the feedback and regard it as too critical, or they may fear that the teacher is biased towards them personally. Conversely, teachers who make corrections rarely can better enable their students to focus on improving in one or more of the key areas, but failure of other helpful correction may be detrimental to their students' progress over the long term. In particular, students who make certain mistakes can be guided to feel that they have made no mistakes at all, or that the error is not significant enough to ensure the effort required to review the concepts involved and avoid similar mistakes in the future.
Alternative form of corrective feedback
Given the delicate balancing act of providing too much or too little corrective feedback, a number of alternative feedback forms exist that can help students better identify and avoid mistakes. Sometimes, though, attitude changes are sufficient. Students who do not respond to corrective feedback may need to be reassured that a larger amount of feedback than they expect may, indeed, be helpful to them in the long run. On the other side of the coin, teachers who previously felt the need to correct as many mistakes as possible to "help" their students as far as possible decided that it was better to focus students' attention on correcting the most striking error than to mark all errors, which could be tiring for both parties. Indeed, the field of second language acquisition has witnessed a shift by teachers toward a greater focus on eloquence - that is, the ability to write and speak at a natural and productive pace - rather than reflect on forms, such as spelling or punctuation. By way of analogy, even in the field of mathematics, traditionally viewed as one in which error avoidance is essential, there is an increased focus on creative problem-solving and creative mental estimation in the light of ubiquitous technologies, such as spreadsheets and calculators, which helps in verifying the accuracy.
Based on their training and experience in a particular field, teachers may be the most authoritative source of corrective feedback, but, in certain circumstances, there may be other sources of feedback that are more successful. As mentioned earlier, peers can be of great help to one another, especially in the case of more accomplished colleagues helping more-needed colleagues. However, care must be taken to ensure that peers are not too critical of each other. Therefore, teachers can instruct students to limit the amount of negative feedback while ensuring sufficient quantity of positive feedback.
When it comes to assessing school work or papers, it is important to offer comments and suggestions that will enhance students' abilities and enable them to grow. Some suggestions for being effective in doing so have been offered by instructors and can be summarized as follows:
- Include the most relevant comments in which students will most likely see them, like on the first page. Students often react first to the number of comments on paper, looking to see how many instructors "bled" on their paper. As a result, they may not even read the entire comment that appears at the end.
- The instructor must balance positive and negative comments, given the importance of positive feedback. It motivates students, is essential for improvement, and builds confidence. If students are told why something is good, they can do more after that. Papers that lack positive feedback tend to lead to bad student morale.
- Closely related is the overall tone of the comment. The instructor should maintain a professional tone. Constructive criticism goes a long way, but destructive criticism goes much further. Once someone destroys your confidence as a writer, it's almost impossible to write well.
- The solution to "over-comment" is to separate mechanical comments and substantive comments. Mechanical comments encourage students to view the paper as a fixed piece that requires only a few edits. Substantive comments, however, show that students still need to develop meaning by doing more research.
- When commenting on student papers, think about the audience and its purpose. The instructor's job is to reach out to students to help them learn and grow. If the feedback does not achieve this goal, then it does not matter how much time and effort is put into paper.
- Notes on the edge of the paper tend to be faint. With less space on the periphery, instructors use more underscores, encodings, and shorts. Many marginal notes only label issues without explanation or further examples. For example, an instructor writes, "There is a stronger work for your POV" on paper that does not think that POV (for point of view) may be an alien acronym. Not only does the puzzle feed back and frustrate students, it does not help them improve.
Computers can also be programmed to provide corrective feedback. Unlike teachers or colleagues, who make days or even weeks to provide feedback on tasks, computer feedback occurs almost instantly, often cited as a key factor in students' positive acceptance. In addition, computers are immune to personal bias allegations. Due to excellent information processing capabilities, computers can be programmed to track the types of mistakes made, rank according to the frequency, and direct students to focus on the errors that have been established as those that most need attention.
Informal teacher-student conferences and value-free written comments are also an alternative to the more general practice of formal and written feedback. Such forms of feedback are usually formative rather than summative - that is, they are intended to help students develop, not just to judge or rank their performance on a task. They can be highly corrective in nature, but the absence of a summative value can reduce student anxiety and encourage risk taking, as students perceive their mistakes as just part of the ongoing work.
The newer form of corrective feedback is the IF-AT form. The Immediate Feedback Assessment Technique, also known as IF-AT, is a testing system that transforms traditional multiple-choice testing into interactive learning opportunities for students and more informative assessment opportunities for teachers. IF-AT uses a double-answer form option with an opaque thin film that covers the answer option. Instead of using a pencil to fill the circle, each student scratches the answer as if scratching a lottery ticket. The student scraped the rectangle layer according to his first choice answer. If the answer is correct, another star or symbol appears somewhere in the rectangle indicating that it has found the correct answer. Student learning is soon strengthened, students receive full credit for the answer, and move on to the next question. If false, the student should reread the remaining questions and answer options and scratch the second or even third option until the correct answer is identified. Students will earn a partial credit for some effort and learn the correct response for each question while taking the test. One key to the IF-AT system is that the student never leaves a question without knowing the correct answer.
References
http://www.facultyfocus.com/articles/effective-teaching-strategies/writing-comments-that-lead-to-learning/
Source of the article : Wikipedia
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