Feedback and Techniques Cheat Sheet (DRAFT) by Carolina Mendez

Most educat­ional resear­chers consider the term “feedback” in
the context of instru­ction. Feedback has been widely perceived
as an important component of general systems operations and
may be viewed under a variety of settings. In the purely instru­ctional sense, feedback can be said
to describe any commun­ication or procedure given to inform
a learner of the accuracy of response, usually to an instru­ctional question

For many years, behavi­orists inspired research has found that positive feedback is much more effective than negative feedback in changing pupil behavior. Positive feedback has two principal functions: to let students know that they have performed correctly and to increase motivation through praise.

It is important that we develop awareness, not only of the ways in which we provide feedback to learners but also that we monitor who gets the feedback. It is clear from the research that teachers, in general, are not aware of the signals they transmit to individual students.

•Provides inform­ation to students about their competence or the value of their accomp­lis­hments

•Orients students toward a better apprec­iation of their own task-r­elated behavior and thinking about proble­m-s­olving

•Negative feedback consists exclus­ively of the teacher repeating the student's response with a rising intona­tion.