A they are getting on with the task and

A lesson should have learning objectives so
that the learner understands what is expected of them in order to succeed.
Using continued assessment though the course will only allow the learner to progress
so far. Assessment should be followed up with feedback and target setting.
Feedback from a teacher, or in some instances, their peer, will allow the
learner to improve their performance, and further understand. When considering
feedback, it must be related to the learning objectives, ensuring the learners understand
the purpose of the work they are asked to do. It can have a huge effect on the
confidence and morale of the learner if it is not delivered in the right way,
and may end up having a completely adverse effect leading to them feeling
unmotivated and ultimately not achieving or even failing the course.  “Teachers should be aware of the impact
that comments, marks and grades can have on learners’ confidence and enthusiasm
and should be as constructive as possible in the feedback that they give.” (Assessment
reform group 2002).

When giving
oral feedback it is easy to criticise and find fault with work, rather than
think about what would be constructive to the learner. For example, in a
practical session, ask them how they feel they are getting on with the task and
whether they’re meeting the learning objectives. The teacher should not discuss
the progress of other learners, or drawing comparisons to their work. Praise
the parts they have done well, before critiquing something which may need improvement
or adjustment. Discuss with them what they think they could improve on, and how
a part which is not within tolerance may affect the larger piece of work. “Feedback
to any learner should be about the particular qualities of his or her work,
with advice on what he or she can do to improve, and should avoid comparisons
with other learners.” (Inside the Black Box ,1998). The teacher should end the
feedback with another good piece of work, and by setting targets for the
learner to work towards. For things that have been done well, an extension
task, and for things that need improving, a target which may help them progress
to meeting the learning objective.

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Written
feedback can sometimes be easier as it allows the teacher thinking time, and
the ability to phrase things correctly so they are no misunderstood. Like the
oral feedback, it should contain both good points and points that need
improving. But remembering that the style must remain positive. This type of
feedback should be backed up by discussing it verbally with the learner, and as
before, setting further targets for the learner to work towards the learning
objectives. Any targets which are agreed with the learner should be SMART –
Specific, Measurable, Assignable, Realistic and Time-related.

With all
feedback, there should be time to thoroughly go through it without fear of
running out of time, or being disturbed. Attention should be fully on the
learner and feedback. The teacher should ensure that at the end, the learner has
understood what has been discussed, is confident with what they need to do, and
has not had their confidence or morale crushed.

The correct
feedback and target setting can ultimately encourage the learner to can
improve their performance and understand themselves better as learners.

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