THEORETICAL ASPECTS IN THE FORMATION OF
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THE IMPORTANCE OF GIVING FEEDBACK TO STUDENTS
Muxammedova Farog‘at Ramatillayevna
Senior Lecturer of the Department of Medical
Fundamental Sciences of Gulistan State University
farogatmuhammedova@gmail.com
Saidova Guljahon Doniyor qizi
Freelance researcher
https://doi.org/10.5281/zenodo.14937212
Feedback is considered to be an important part of classroom interaction. It
is important for students to know how well they are doing as they learn. This is
because the knowledge that they are doing well gives students a sense of
achievement which motivates them to learn more. Similarly, it is also important
to let students know when they have made a mistake so that they will learn from
it and take corrective measures. Hence, it is absolutely essential for teachers to
monitor students’ learning and give them feedback. Even it is necessary to
receive feedback for the teachers from their peers so that to improve the quality
of their teaching process.
Quality teaching and student performance are key matters of concern to
educators and broader stakeholders everywhere. We know from a vast range of
studies that the teacher is the major in-school influence on student achievement.
However improving teacher effectiveness and lifting student achievement can
seem daunting. How can we up-scale the incidence of highly effective teachers
and schools? Many international research studies of student achievement have
been subject to meta-analyses with revealing findings. In almost every list of
effect sizes for ‘treatments’ influencing student achievement, feedback is at or
near the top of those treatments which have greatest effect on student learning.
What then is feedback? In the context of teaching and learning, feedback can be
defined as any form of response by a teacher to a student’s performance,
attitude or behavior, at least where attitude or behavior impinges upon
performance. It is important to realize that feedback in not only an outcome of
student performance but an essential part of the learning process. It is also
important not to confuse feedback on performance with ‘positive
reinforcement’, self-esteem ‘boosting’ praise, or punishment. Feedback can be
written or spoken and may even be gestural, indicating approval,
encouragement or criticism. There is also scope for peer feedback (student-
student feedback) and for students to provide feedback to a teacher on that
teacher’s performance (student-teacher feedback). Teachers can also receive
feedback on their performance from peers (teacher-teacher feedback) or
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supervisors (supervisor-teacher feedback). More rarely, supervisors receive
feed-back from their staff (staff-supervisor feedback).
When we consider learning or mastery in fields as diverse as sports, the
arts, languages, the sciences or recreational activities, it is easy to see how
important feedback is to learning and accomplishment. An expert teacher,
mentor or coach can readily explain, demonstrate and detect flaws in
performance. He or she can also identify talent and potential and build on these.
In contrast, trial and error learning or poor teaching are less effective and take
longer. If performance flaws are not detected and corrected, these can become
ingrained and will be much harder to eradicate later. Learners who don’t receive
instruction, encouragement and correction can become disillusioned and quit
due to lack of progress. Feedback is equally vital in schooling and performs a
variety of functions including recognizing, correcting, and encouraging,
challenging and improving student performance. Feedback also keeps students
‘on track’ and is an aid to classroom management.
It is important for students to know how well they are doing as they learn.
This is because the knowledge that they are doing well gives students a sense of
achievement which motivates them to learn more. Similarly, it is also important
to let students know when they have made a mistake so that they will learn from
it and take corrective measures. Hence, it is absolutely essential for teachers to
monitor students’ learning and give them feedback. Feedback can be given to
individual students, to a group of them, or to the whole class. It would be more
efficient if the whole class can share in the monitoring process and the feedback.
An important dimension of feedback is its immediacy. The longer the time
gap between the completion of the work and its feedback, the less effective the
feedback becomes. Ideally, feedback should be provided within minutes after the
completion of a task (e.g. immediately after a student asks or answers a
question). Teachers can use non-verbal gestures to indicate their intention; they
can nod their heads, use facial expressions or hand gestures to prompt the
student to continue, or adopt a physical stance that signals their readiness to
move on. Teachers should vary their reactions to students’ answers; they can
restate what the student has said to reinforce the point, ask for clarification,
invite the student to elaborate, acknowledge the student’s contribution but ask
for another view, or nod their heads but remain silent.
Teachers should give credit to students for correct answers, but be aware
that most students will stop thinking about a question once the instructor has
indicated that someone’s response is correct. However, teachers should correct
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wrong answers tactfully, and encourage the student to rephrase or revise the
answer. If a student needs assistance in answering a question, teachers should
look to other students to provide help rather than providing it themselves.
Feedback should also be given to students as frequently as possible. Ideally,
a student should receive feedback for each and every assigned task in the
process of acquiring proficiency with new material. Teachers should try to give
feedback in a positive manner as positive feedback not only provides more
information than negative ones but it also helps to strengthen a student’s
motivation and self-esteem. A positive approach should also be adopted when
providing students with feedback on their mistakes.
One of the most valuable aspects of effective feedback is its ability to foster
learner autonomy. Students tend to become self regulated learners when they
are provided with detailed feedback on performance as well as guidance for
future improvement. Evidence of this self-regulatory process can be seen in an
increasing ability to align aspects of thinking, motivation and behaviour with
assessment criteria, standards and learning outcomes as well as learning goals
established by the learners themselves.
Another factor that may influence the effectiveness of feedback is whether
it is provided continuously or differentially. When continuous feedback is
employed, students receive feedback each time they perform a given task,
whereas differential feedback is only provided when a student performs better
on the task. One advantage that differential feedback offers over continuous
feedback is that it emphasizes improvement rather than a student’s absolute
level of achievement. Hence, all students have a near equal chance of obtaining
recognition. When feedback is geared to the absolute level of performance,
recognition is only given to the best students. Therefore, it is generally good to
give students feedback when they show improvement.
The research evidence is clear: great teachers give great feedback, and
every teacher is capable of giving more effective feedback. As an aside, it also
stands to reason that if a student doesn’t know where he or she stands and how
he or she can improve, then parents will have even less of an idea and will be
poorly equipped to assist and provide support to both student and teacher.
Making conclusion we can say that teacher feedback can assist learners to
notice a target structure, to compare it with their existing knowledge and to
integrate it into that knowledge. Peer feedback, on the other hand, can also help
learners to notice the target structure while reconfirming its use and providing
additional input via the learners’ input. It became clear that
Feedback is
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considered to be an essential part of education and training programmes. It
helps learners to maximise their potential at different stages of training, raise
their awareness of strengths and areas for improvement, and identify actions to
be taken to improve performance.
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