The Importance Of Feedback

This contains related literature on the role of feedback in assessing quality learning outcome as well previous studies and resources conducted. The related literature and research studies were fallen from local books, theses and web sources.

Profile of the Respondents

Respondents’ include the age, sex and year level.

Age

Age refers to the chronological age or the time that the person existed since birth. It is also the quality of the mind and is equated with wisdom and experience, Dela Paz, as cited by Ballonada (2011) stated that aging is growth in experience as to connotes, growth is a sense of achievement of the goals purposed to be meaningful to one self and not those superimposed by others. Meanwhile, Callo (2009), his findings listed

The positive feedback embraces praises, however, it is difficult for some to accept it and to understand and apply it. The positive feedback is effective for the improvement, if we take ownership. Conversely, the negative feedback is considered unfortunate or criticism, that’s why, some are defensive and yet close the door to understand it well. The feedback must focus not only to the positive side; it must also acknowledge the negative side. This side will find a further solution to the problem. Sadler (1989), acknowledge that feedbacks must include identification of errors or misunderstanding, but highlight the forensic role of feedback and diagnosing the problem at work. The teacher must not only focus to the positive side. The students must also explore his/her limitations, must also receive and accept negative

There are time that the teacher may provide a feedback that is not easily understood by the students in what is the purpose of this. Once stated by Mirabelle Walker, it is important that feedback 'bridges the gap'. Comments on work should identify the gap between the desired standards and the student's achievement - then offer guidance on how to close the gap in future. Decades of education research support the idea that by teaching less and providing more feedback, we can produce greater learning (see Bransford, Brown, & Cocking, 2000; Hattie, 2008; Marzano, Pickering, & Pollock, 2001). Providing students with meaningful information prior to an assessment task gives them every opportunity to present their best possible response to a given task. Teachers are their prime source of support. Students rely on their teachers to give them feedback about the things they are doing well and how they might improve in other areas. The school assessment program provides a major source of information on how successfully students are performing in their courses. The information is valuable for both the student and the teacher.

Role of