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Assignment - Report: Feedback on Assessment

Topic: Feedback on assessment tasks has traditionally been used to help students 'bridge the gap' between lecturer expectations and their work.

Discuss the usefulness of feedback and argue the best way for students to receive feedback on their assessment tasks.

Develop your arguments using examples from the feedback given from the essay and evidence found in peer-reviewed journal articles. Include recommendations for various university stakeholders to implement your findings.

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Answer - Feedback on Assessments

Executive Summary

It is an evident fact that feedback on assessment has become one of the necessities for the students to make them learn about the mistakes and attain their ultimate objectives. It might be a small mistake which requires explanation and correction; however it also needs a better approach with regard to the feedback so as help them understand the process in a better way. The report provides a compel evaluation of the feedback process and the approaches that must be taken to improve the same and to bridge the gap between their actual performance and the standard performance.

Introduction

Feedback on assessments of students is considered as a learning process by most of the scholars in the research literature. As emphasized by the scholars Andrews et al (2018), feedback is a term that entails cautious description and classification for it as it is one of the strongest medium that contributes to learning. It is information that is generally provided to students after they submit their task. It is used to bridge the gap between their actual performance and the standard performance.

This report discusses the effectiveness of feedback as well as presents arguments with regard to the best way for students to receive feedback on their assessment tasks.

Findings and Discussion

Feedback is defined as the information that the teachers and students share during the learning sessions so that they can close the gap amid their existing performance level and the ideal performance as well as attain the learning goals (Harrison et al, 2016). Feedback in the essay has been found to be very descriptive and not logical as it does not provide clear, concise feedback correlated to the success criteria and the learning objectives. In addition to this, it also does not use example prompts that the students can follow and understand what is actually required in the task. Gonsalvez et al (2017) contends that use of example prompts in the feedback enables the students to have a clear idea on the instructions that needs to be followed in the task. In support of the above view Parkes and Fletcher (2017) argues that when planning for feedback I will the teachers should design the learning experience with prompt examples that helps the students to address issues that have been raised in the task. This in turn helps them to attain the learning goals as well. Maier et al (2016) contends to use numerous instructional strategies that will further initiate learning. Whereas, Mcnamara and Green (2017) emphasizes on use of assessment strategies and tools for the purpose of eliciting the data and the information with regard to the facts that the students should be aware of and include their learning goals. It is necessary to plan the assessment, instruction, as well as the feedback simultaneously so that it becomes easier for the students to accept the information pertaining to learning and also improve their skills.

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In the essay there is a negative feedback, particularly when the student has not described about the activities. Carless and Boud (2018) argues that studies have shown when feedback is negative; it discourages the student and their efforts towards attaining the learning goals. It is significant to begin by understanding the purpose of the feedback and then the teachers should provide their comments on the task and activities. In addition to this, it has been found in the academic literature of Sargeant (2015) that knowing the purpose and the function of the positive and negative feedback will help the teachers and the students to get in touch with each other and bridge the gap between the ideal results and the actual performance.

Positive feedback helps increase commitment of the students towards learning. In addition this it also enhances their experience as well as their level of confidence. Negative feedback on the other hand can be made informative. In the academic literature it has been found that the negative feedback helps the students in knowing where they need to spend their effort, as well as offers an insight into the ways that they can improve. Whether novices or experts, all of them looks for, and are motivated by, diverse types of data and information. By directing on the right steps, the teachers will be able to enhance the strengths and confidence of the students towards learning.

The feedback in the essay is not motivating one as it does not provide how to improve the sentences or the things that must be added or modified so as to meet the learning outcomes. Motivation is an important aspect in providing feedback to the students. It has been found that an appropriate feedback clarifies the criteria for good performance, makes reference to the learning outcome as well as the expected performance standard from the students. It further encourages the students to develop self-assessment in learning. It has been further argued by the scholars Fong et al (2018) a possible approach that can be adopted so as to help the students to make judgments with regard to their actual work and the ideal standards is to provide them with the opportunities to assess their work and provide encouraging directions that could help them know where they stand. This as a result would help the teachers to make objective judgments in wider contexts.

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The next point which can be argued upon from the feedback on the essay is with regard to the incomplete feedback. This is the final point which is provided by the professor which is incomplete. It has been founded by Fong et al (2018) incomplete performance feedback does create negative impact on the student's performance of any of the subsequent decision. It has been considered that due to substantial or sequential interruptions or delays feedback on past performance is incomplete. In such a case, it becomes essential for the teachers or professors are to make crucial decision prior making performance feedback on the tasks. McCarthy (2015) in their work argues that the major challenge with regard to the incomplete performance feedback is in the context of any of strategic decisions is predominantly acute. Timeliness of feedback has been considered as an essential paradigm by literary scholars. Fong et al (2018) in their work have argued that the incompleteness of feedback becomes a hurdle in the learning sessions of the students. Further the timeliness of the feedback is an important factor which must be taken into consideration by the teachers. Delay in the feedback might cause interruption in the work of the student which may further hamper the learning of the students.

Conclusion

Among the 4 points that have been mentioned above, it can be said that the feedback that have been provided by the professor lacks 4 major things that is an important or a necessary factor in their work. These can be improved by following the most appropriate strategies. Implementing the strategies will not only improve the process of feedback from the professors but also the learning of the students as well.

Recommendations

This report provides a complete evaluation of the usefulness of feedback and argues the best way for students to receive feedback on their assessment tasks. The following are the strategies that can be implemented to improve the feedback process of the providing feedback to the students.

Encourage Instructor and Peer Discussion about Learning

The best ways the student can receive feedback from the professor on their assessment by encouraging instructor and peer discussion with regard to learning. Peer discussions as well as sharing of information among the teachers and the students can improve the learning approach. In addition to this, this strategy can help them to know about their strengths and weakness.

Increase Motivation and Self-Esteem

The feedback should be provided in such a manner that it encourages the students to take a step ahead in learning. There should not be negative remarks. Even if there is a requirement for a negative remark, the professor should mention the corrective steps to be taken.

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Improve the Feedback by Adding Prompt Examples

The professor should provide the feedback along with the example how to make modification if needed. The types of examples that will be necessary to make further amendments must be clarified to the students and this can be a better approach towards their learning.

Being Affirmative, Rectifying and Explanatory Approach

It is inevitable that students will make mistakes in their task whether an easier task is assigned to them or a tough one. This is one of the most popular forms of feedback as it works towards correcting the mistakes of the students. There should be an explanatory approach towards why the answers that were written by the students were wrong. In addition to this, there should be an approach towards giving clarification of each of the feedback by making a discussion on the mistakes made by them.

The above four strategies can be implemented by the teachers to improve their approach towards providing feedback to the students that encourages them to take a step ahead in learning. If any of their answer is wrong, the teachers should take a step ahead to determine where it went wrong and the ways in which it should be modified. It has been emphasized by Fong et al (2018) that the every question have a thought process, therefore the students must be encouraged to show the work and relate their answers with each of the questions. This allows teachers to evaluate whether the students are in the right direction or not.

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