Effective and Ineffective Feedback, Grades, and Praise
Effective and Ineffective Feedback, Grades, and Praise
Fawziah Al-Meadi
15th December 2011
Effective and Ineffective Feedback, Grades, and Praise The learning process involves many sides that interact continuously to produce fabulous intellectual brains which is the main goal of educational system in general .in order to meet this goal institutions need to measure the outcomes of teaching which explicit the need for assessment system. Orward ( 2006) declares that assessment will, in some way or another, indirectly affect student learning and accomplishment through their influences on" planning" and " instruction" and the classroom t. saying points properly to the major role assessment hold in evaluating the outcomes amongst students .Assessing learners accomplishments can be processed via many mediums. . Among assessing aspects are feedback, grades, and praise. Research has proven that these factors, contribute positively or negatively to students` motivation and performance either by enhancing learners` performance and re-enforcing their confidence or by fostering students` frustration and low performance. These devices vary in their importance and in the way they influence students performance and achievement .Positive evaluating factors will nourish students power to reach their high goals by equipping them with tools to overcome challenging obstacles while negative agents will demotivate, and discourage learners from trying to acquire their high aims. One variable that have a major role in increasing students` performance is the feedback they get from their teachers. Taras (2003) states that feedback is a crucial element in the learning process. The importance of feedback glows out of its ability to focus students` attention to specific details of the mistakes they have created. Feedback establishes students confidence and, consequently, clarify their vision about the errors they make. Similarly, in a
Fawziah Al-Meadi
15th December 2011
Effective and Ineffective Feedback, Grades, and Praise The learning process involves many sides that interact continuously to produce fabulous intellectual brains which is the main goal of educational system in general .in order to meet this goal institutions need to measure the outcomes of teaching which explicit the need for assessment system. Orward ( 2006) declares that assessment will, in some way or another, indirectly affect student learning and accomplishment through their influences on" planning" and " instruction" and the classroom t. saying points properly to the major role assessment hold in evaluating the outcomes amongst students .Assessing learners accomplishments can be processed via many mediums. . Among assessing aspects are feedback, grades, and praise. Research has proven that these factors, contribute positively or negatively to students` motivation and performance either by enhancing learners` performance and re-enforcing their confidence or by fostering students` frustration and low performance. These devices vary in their importance and in the way they influence students performance and achievement .Positive evaluating factors will nourish students power to reach their high goals by equipping them with tools to overcome challenging obstacles while negative agents will demotivate, and discourage learners from trying to acquire their high aims. One variable that have a major role in increasing students` performance is the feedback they get from their teachers. Taras (2003) states that feedback is a crucial element in the learning process. The importance of feedback glows out of its ability to focus students` attention to specific details of the mistakes they have created. Feedback establishes students confidence and, consequently, clarify their vision about the errors they make. Similarly, in a
References: Croply, A. (1977). Lifelong Education, a psychological analysis. Oxford : Pergamon press. Corpus, Olge, C.,& Love-Geiger, K.(2006) Kelsey, J. (2011). The negative impact of rewards and ineffective praise on student motivation. Essai, 8(1). Kohn, A. (2011). The case against grades. Educational Leadership, 69(3), p. 28-33. Database: academic search complete Laiy, K. (2011) Factors that influence student motivation in the middle and high school French language classroom Lipnevich, A.,& Smith, J.(2009). "I really need feedback to learn:" students ' perspectives on The effectiveness of the differential feedback messages Li-Ping, T., & Sarsfied-Baldwin, L. (1991). The effects of self-esteem, task label, and performance feedback on task liking and intrinsic motivation Meyrs, C., Jones, T.(1993). Prompting active learning strategies for the college classroom. San Francisco: Jossey-Bass Publishers. Orward, J.(2006). Educational Psychology developing learners. New Jersey: Pearson Education International Sendziuk, P. (2010). Sink or swim? Improving student learning through feedback and self –assessment Taras, M.(2003). To feedback or not to feedback in student self-assessment. Assessment & Evaluation in Higher Education, 28(5), 549-565 -.