In a study done by Ni Chang (Chang, 2011, pp. 16-33) involving twenty pre service teachers was completed to explore whether or not students supported the way a university course instructor provided feedback and how that feedback facilitated learning. Chang characterized feedback as “…comments and responses that an instructor provides to students’ written assignments or learning activities submitted…”(Chang, 2011, pp. 16-33). The study found that 90% of the surveyed agreed that the feedback was important to learning. Also, “the statistics show that the students preferred the feedback that the instructor returns quickly, but do not appreciate lengthy feedback”(Chang, 2011, pp. 16-33). The coaching during written feedback was detailed, pointing out strengths and weaknesses in relation to a particular requirement. The study consisted of ongoing communication between student and teacher ultimately aiding student achievement. 85% of the students supported that the teacher offered extended instruction outside of the classroom to each student that was individualized and on each student’s’ level. Conclusively, the students supported the feedback and felt that it helped them. Chang illuminates why feedback is so crucial to enhancing student performance with the following quote: “an instructor was able to appropriately identify misunderstandings and offer knowledge so that students were able to enhance their own learning through corrections”(Chang, 2011, pp. 16-33).
Giving immediate feedback to students is crucial because students’ need to enhance their own learning. According to Bransford, Brown and Cocking (Bransford, Brown, and Cocking, 1999, p. 18), “A metacognitive approach to instruction can help students learn to take control of their own learning by defining learning goals and monitoring their progress in achieving them”(Bransford et al,1999, p. 18). Metacognition is simply thinking about thinking. The study done by Chang (2011) was done with university students, however, the result can easily be translated to elementary schools. Students need the feedback to engage in metacognition, subsequently, reinforcing learning.
Black and William (Black and William, 2007, pp. 1-3), found that students who are low achievers do particularly well when provided high quality feedback about their work. They state, “Providing students with formative feedback helps them adjust and modify their work”(Black, et al, 2007). The study consisted of providing formative assessments to provide constructive feedback for students. Research from Black and William shows that feedback “…allows a student to practice their knowledge, adjust, and modify and grow from constructive feedback”(Black et al, 2007).
According to Bransford, Brown and Cocking (Bransford, Brown and Cocking, 1999, p19), “This means that teachers must draw out and work with the preexisting understandings that their students bring with them.” Feedback is an extremely useful tool on the belt of educators; if used correctly. Feedback needs to be tailored to the individual’s level and learning style. A student should look at feedback and “…adjust, modify and grow from constructive feedback”(Black et al, 2007) or else it is rendered useless. Angela O’Donnell states in chapter three of K.R. Harris’s book that “The tools provide affordances or support for particular kinds of cognitive activity and allow members of the community to act in particular ways that would not be possible without the tools” (Harris, 2012, p. 69).
Richard Culatta, Director for the Office of Technology for the U.S, states that “Technology enables real time feedback and allows us to have maps that show us exactly where a student is going and if they are having trouble it shows them how to get back on track”(Richard Culatta, 2015). Culatta paints a masterpiece of immediate feedback. He speaks to how learning could be used like a GPS. If we get lost, we simply turn on the GPS. Feedback works just like that GPS during a students road to education. According to Culatta, “…feedback allows us to adjust the pace, gives learners agency, and creates creators”(Richard Culatta, 2015). Feedback played a crucial role in raising pass rates, lowering dropout rates and improving test scores. All of which were done in programs that provided immediate feedback.
Maker education is silently creeping into education. Repurposing tools that we use for it’s intended purpose and turning it into something totally different has become something that students can really benefit from. With most Maker Kits, you must learn how to use the kit before experimenting. What better time than to introduce feedback strategies than during a multistep maker education lesson. O’Donnell states that a “tutor provides feedback at each step so that the tutee understands when he or she is correct and is provided with information about why other answers are incorrect”(Harris, 2012, p. 75). Feedback is a crucial aspect of education regardless of what type of lesson being taught. Ultimately, the question becomes: Is feedback that important? Will it help guide the student further towards success or stray them into the frustrational zone of proximal development?
Citations:
Black, & William. (2007). Immediate Feedback to Students and Student Learning. 1-6. Retrieved March 26, 2015, from http://www.educationpartnerships.org
Bransford, J.D., Brown, A.L., & Cocking, R.R. (2000). How people learn: Brain, mind, experience and school. National Academies Press. Retrieved from http://www.nap.edu/openbook.php?isbn=0309070368.
Chang, N. (2011). Pre-service teachers’ views: How did e-feedback through assessment facilitate their learning? Journal of Scholarship of Teaching and Learning, 11(2), 16-33.l
O’Donnell, A. (2012). Constructivism. In APA Educational Psychology Handbook: Vol. 1. Theories, Constructs, and Critical Issues. K. R. Harris, S. Graham, and T. Urdan (Editors-in-Chief). Washgington, DC: American Psychological Association. DOI: 10.1037/13273-003.
Watch “Reimagining Learning: Richard Culatta at TEDxBeaconStreet” Video at TEDxTalks. (n.d.). Retrieved March 31, 2015, from http://tedxtalks.ted.com/video/Reimagining-Learning-Richard-Cu
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