Comprehensive Analysis of Social Research Pedagogical Feedback Report

This report provides a comprehensive analysis of pedagogical feedback within the context of social research. It begins by outlining the purpose of feedback, emphasizing its role in reducing inconsistencies between understanding and performance, and addresses key questions like 'Where Am I Going?' and 'How Am I Going?' It then delves into the four levels of feedback: task, processing of task, self-regulation, and self as person, highlighting the varying impacts of feedback at each level. The report emphasizes the importance of understanding these levels to effectively reduce gaps in developmental learning, referencing the work of Hattie & Timperley (2007). Ultimately, the report concludes by underscoring the value of feedback in guiding students and teachers toward improved learning outcomes and offers insights into the questions students should consider in the feedback process.

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Running Head: Social Research
Social Research
Pedagogical Feedback

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Contents
Purpose of the feedback..............................................................................................................................2
Questions Addressed...................................................................................................................................2
Where Am I Going?.................................................................................................................................2
How Am I Going?.....................................................................................................................................2
Where to Next?.......................................................................................................................................3
Feedback Focus: Four Levels.......................................................................................................................3
Feedback about the task.........................................................................................................................3
Feedback about Processing of Task.........................................................................................................3
Feedback about Self Regulation..............................................................................................................4
Feedback about Self as Person................................................................................................................4
Conclusion...................................................................................................................................................4
References...................................................................................................................................................6

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Purpose of the feedback
The major purpose of giving feedback is to decrease the inconsistencies in between the
present understandings and the actions or performances as well as the aim of any matter. There
are certainly some strategies which the students as well as the teachers use for decreasing all the
inconsistencies and they might be much more or less impactful in the developmental learning.
Hence, it is very vital to understand the situations which give the outcomes in the differential
results. This feedback addresses some questions which are asked by the students and gives
beneficial outcomes.
Questions Addressed
Where Am I Going?
A very complex feature of the feedback is the knowledge which is provided to the
students and the teachers which surrounds with the attainment of the learning goals linked with
the performance of the tasks. The aims actually can have a wide range. Such aims might be
relatable to the particular attainments or to the varying qualities of experience and also they
traditionally include two dimensions: dispute and dedication. The goals that are very challenging
is nature or have disputes relates to the feedback. Following such things, the students are
motivated to set their own goals.
How Am I Going?
With the answer of this question, it includes a teacher who gives the knowledge that
relates to the task of the performance aim. It mostly is in relation with the expected standard in
terms of the past performance as well as success or the failure in the particular part of the task.
Mostly attention given to such a question leads to the evaluation while there is no basic
beginning of such a question. This evaluation is actually a way which is used by the teachers for
addressing this question.

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Where to Next?
The order is mostly sequential when the teachers give the knowledge, provide the tasks or
shares the learning intentions and when the student also performs the tasks. Most of the times,
the results of this is expectations more than the limit, more tasks and much more knowledge as
compared to what is needed. Hence, the students learn the answer of such question. And the
answer they get is “more”. The power of the feedback nevertheless could be used for addressing
the question by giving the knowledge which would lead to wider probabilities for learning.
Feedback Focus: Four Levels
To reduce the gap in the developmental learning depends on the effectiveness of the
answers to the asked questions in the feedback. These answers of the questions mostly are
dependent on the levels on which the feedbacks are functioned or operated. These levels involves
the level of task performance, level of procedure of understating the way to do the task,
regulatory procedure level and the level of self understanding. Feedback differs in the effects
within different levels. The emphasis of the feedback is vitally significant and it is claimed that
there are major levels on which the feedback is directed and manipulates the effectiveness. Let us
understand the four levels in detail.
Feedback about the task
This level of feedback involves the tasks that are actually being performed like finding
the right and wrong answers, gaining more and various data and developing the surface
information. This is the type of level in which the feedback is more common and the feedbacks
are mostly known as the corrective feedback of information of outcomes (Bashi, 2016). It also is
linked with the correctness, cleanliness, attitude and some more different criteria’s of
accomplishment of the tasks. FT (Feedback about the task) is having much power when it comes
to the wrong interpretations and lack of knowledge.
Feedback about Processing of Task

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FP (Feedback about processing of task) is very particular about the tasks in process. Such
type of feedback relates with the knowledge about the relationships in the nature, relationships
which has the perception of the person and relationships in between the nature and the
perceptions of the person. The external understanding of learning includes the attainment,
storing, reproduction and the usage of the information and hence, it is relatable more to FT. The
major type of FP links to the strategies of the students for detecting the errors and hence,
provides self with the feedback. Such type of errors might point out towards the failure and a
requirement of new strategies and to be more efficient in implementing those strategies.
Feedback about Self Regulation
Self regulation includes the interplay in between the dedication, power and confidence. It
refers to the way the students’ checks, directs and controls the actions for their own learning
goals. It involves the autonomy, self control and discipline. Such type of regulation includes the
thoughts that are self generated, emotions and the acts which are more planned and adapted to
the achievement of the self goals. This feedback is self regulatory or driven which is definitely
more powerful and also interprets knowledge in the way that it gives the feedback.
Feedback about Self as Person
FS (Feedback about self) affects the learning only if the student changes the efforts or his
emotions in relation with the learning. The impacts at this level are too weak, often
uninformative about performing the task, and too prejudiced by students’ self-concept to be
effectual. The information has less worth to consequences in learning gain (Hattie & Timperley,
2007).
Conclusion
As per my understanding all purpose of giving out such a feedback can help the students
as well as the teachers in a very detailed manner. The purpose of the feedback is also actually the

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same that it should reduce the gap that is developed in the developmental learning. The leverage
of the questions which is given to the students in this type of feedback is definitely worth as all
the questions have certain directions in which the student can find the destination easily. The
four levels FT, FP, FR and FS gives a good understand of the aims and goals that the student
should work upon. This type of feedback is definitely required in the developmental learning.

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References
Hattie, J., & Timperley, H. (2007). The Power of Feedback. Review of Educational Research , 77
(1), 81-112.