Preeti Bhamre
1*,
Apurv Vaidya
2,
Jagruti Nikam
2
- IT Dept, K.K.Wagh Institute of Engg. Education & Research, Nashik, Maharashtra, India
- Civil Engg. Dept, K.K.Wagh Institute of Engg. Education & Research, Nashik, Maharashtra, India
Abstract
Feedback is among the most common features of successful teaching and learning. Feedback aims to reduce the gap between where the students are and where they are meant to be. In order to bridge this gap, teachers must incorporate feedback in classroom effectively. There is a need to understand different ways in which feedback can be provided in classroom. There is also a need to identify and implement simple yet systematic procedure to provide regular and transparent feedback in classroom. This study presents deliberate use of spaced questioning to understand how to take full benefits from feedback in the classroom. Feedback is summarized based on the errors committed by the students. Instead of considering the errors simply as deficit of knowledge or inability of students to think correctly, they can be treated as opportunities to bridge the gap of what students know and what they should know. Knowing and acknowledging these errors is the key contribution of a teacher, which can be attained through feedback in classroom. The participants in this study were first year engineering students of 14 classes, enrolled for the Engineering Mechanics course. An ICT tool named MKCL SuperCampus, was used to pose questions and to track real time individual performance in the classroom. The use of the ICT tool provided an easy and fearless environment for students to participate comfortably, thereby motivating them to make and learn from errors and to engage more while learning in classes.
References
- Sadler, D.R. (1989. Formative assessment and the design of instructional systems, Instructional Science, 18(2., 119-144.
- Pashler, H., Cepeda, N. J., Wixted, J. T., & Rohrer, D. (2005. When does feedback facilitate learning of words?, Journal of Experimental Psychology: Learning, Memory, & Cognition, 31, 3-8.
- Butler, A. C., Karpicke, J. D., & Roediger, H. L., III (2008. Correcting a metacognitive error: Feedback increases retention of low confidence correct responses, Journal of Experimental Psychology: Learning, Memory, & Cognition, 34, 918-928.
- Hattie, J. (2012. Visible learning for teachers: maximizing impact on learning, Routledge, Taylor and Francis Group, Oxon pp 115-137.
- Wiliam, D., & Thompson, M. (2007. Integrating assessment with instruction:What will it take to make it work? In C.A. Dwyer (Ed.., The future of assessment: Shaping teaching and learning, 53�92, Hillsdale, NJ: Lawrence Erlbaum Associates.
- Wiliam, D., Lee, C., Harrison, C., & Black, P. (2004. Teachers developing assessment for learning: Impact on student achievement, Assessment in Education: Principles, Policy, and Practice, 11(1., 49�65.
- Black, P., Harrison, C., Lee, C., Marshall, B., & Wiliam, D. (2003. Assessment for learning: Putting it into practice, Maidenhead: Open University Press.
- Chan, C.Y.J. (2006. The effects of different evaluative feedback on student�s self-efficacy in learning, Unpublished doctoral dissertation, Univ. of Hong Kong.
- Hays, M.J., Kornell, N., & Bjork, R.A. (2010. Costs and benefits of feedback during learning, Psychonomic Bulletin and Review, 17(6., 797�801.
- Wilkinson, S.S. (1980. The relationship of teacher praise and student achievement: A meta-analysis of selected research, Unpublished doctoral dissertation, University of Florida.
- Kluger, A.N., & DeNisi, A. (1996. The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory, Psychological Bulletin, 119(2., 254�284.
- Kessels, U., Warner, L.M., Holle, J., & Hannover, B. (2008. Threat to identity through positive feedback about academic performance, Zeitschrift fur Entwicklungspsychologie und Padagogische Psychologie, 40(1., 22�31.
- Kamins, M.L., & Dweck, C.S. (1999. Person versus process praise and criticism: Implications for contingent self-worth and coping, Developmental Psychology, 35(3., 835�847.
- Hyland, F., & Hyland, K. (2001. Sugaring the pill: Praise and criticism in written feedback, Journal of Second Language Writing, 10(3., 185�212.
- Skipper,Y., & Douglas, K. (2011. Is no praise good praise? Effects of positive feedback on children�s and university students� responses to subsequent failures, British Journal of Educational Psychology, 327-339.
- Carless, D.(2006. Differing perceptions in the feedback process, Studies in Higher Education, 31(2., 219�233.
- Goldstein, L. (2006. Feedback and revision in second language writing: Contextual, teacher, and student variables, In K. Hyland & F. Hyland (Eds.., Feedback in second language writing: Contexts and issues, 185�205, New York: Cambridge University Press.
- Higgins, R., Hartley, P., & Skelton, A. (2001. Getting the message across: The problem of communicating assessment feedback, Teaching in Higher Education, 6(2., 269�274.
- Nickerson, R.S. (1998. Confirmation bias: A ubiquitous phenomenon in many guises. Review of General Psychology, 2, 175�220.
- Kang, S., McDermott, K.B., & Roediger, H. L. (2007. Test format and corrective feedback modulate the effect of testing on memory retention, The European Journal of Cognitive Psychology, 19, 528�558.
- Peeck, J., van den Bosch, A.B., & Kreupeling,W.J. (1985. Effects of informative feedback in relation to retention of initial responses, Contemporary Educational Psychology, 10(4., 303�313.
- Hamre, B.K., Pianta, R.C., Downer, J.T., Decoster, J, Mashburn, A.J., Jones, S.M., Hamagami, A., (2013. Teaching through interactions: Testing a developmental framework of teacher effectiveness in over 4,000 classrooms, The Elementary School Journal, 113(4., 461-487.
- Pianta, R.C., (2016. Classroom processes and teacher�student interaction: Integrations with a developmental psychopathology perspective, D. Chichetti (Ed.., Developmental psychopathology (3rd ed.., vol. 4: Risk, resilience and intervention, Wiley, Hoboken, NJ, 770-814.
- Liu, J., (2001. Asian students� classroom communication patterns in U.S. universities: an emic perspective, Greenwood Publishing Group Inc., USA.
- Abdullah, M.Y., Bakar, N.R.A. & Mahbob, M.H. (2012. Student�s participation in classroom: What motivates them to speak up, Elsevier Procedia - Social and Behavioral Sciences, 51, 516�522.
