The Value of Feedback in Education
Added on 2020-03-04
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Running head: VALUE OF FEEDBACK 1
Student and Teacher Feedback
Student’s Name
Institution Affiliation
Student and Teacher Feedback
Student’s Name
Institution Affiliation
STUDENT-TEACHER FEEDBACK 2
Teacher feedback has always been part of learning since it provides a teacher-student
relationship necessary for better subject understanding and effective learning. However, teachers
and students view, and value this feedback from a different perspective and thus, it is vital for
both parties to understand and accommodate the diversities that may exist. This paper discusses
how both, students and teachers value feedback.
Feedback refers to comments regarding the evaluation of an individual’s effort on a
particular given task. This feedback could be in the form of appreciation of the good work, key
points for improvements, advice and weaknesses and strengths evaluation, among others.
Feedback is an important link that lies between learning and teaching process. It is always
delivered through means such as oral responses, grades, comments that are in written form,
grades or notes. Teachers value feedback since they believe that it helps students get an insight
of the subjects they are teaching as well as providing guidance on how to improve their learning.
Furthermore, feedback provides the basis for assessment of the progress of the learning process
through evaluation of the student levels of understanding. Students on the other side, value
feedback since it provides encouragement, a platform for academic interaction and a guide
towards achieving their success.
How Teachers and Students Value Feedback
Teachers regard feedback as a tool which can increase engagement as well as
performance on tasks (Hattie & Timperley, 2007). Feedbacks which are goal-oriented creates
focus and motivation towards achieving the set targets. Teachers utilize every opportunity to
interact with students through feedbacks, and also, in creating good relationships. Teachers,
through feedbacks, can track the individual student’s performance and progress, and
subsequently, offer the necessary personalized support that aids the students in attaining their
Teacher feedback has always been part of learning since it provides a teacher-student
relationship necessary for better subject understanding and effective learning. However, teachers
and students view, and value this feedback from a different perspective and thus, it is vital for
both parties to understand and accommodate the diversities that may exist. This paper discusses
how both, students and teachers value feedback.
Feedback refers to comments regarding the evaluation of an individual’s effort on a
particular given task. This feedback could be in the form of appreciation of the good work, key
points for improvements, advice and weaknesses and strengths evaluation, among others.
Feedback is an important link that lies between learning and teaching process. It is always
delivered through means such as oral responses, grades, comments that are in written form,
grades or notes. Teachers value feedback since they believe that it helps students get an insight
of the subjects they are teaching as well as providing guidance on how to improve their learning.
Furthermore, feedback provides the basis for assessment of the progress of the learning process
through evaluation of the student levels of understanding. Students on the other side, value
feedback since it provides encouragement, a platform for academic interaction and a guide
towards achieving their success.
How Teachers and Students Value Feedback
Teachers regard feedback as a tool which can increase engagement as well as
performance on tasks (Hattie & Timperley, 2007). Feedbacks which are goal-oriented creates
focus and motivation towards achieving the set targets. Teachers utilize every opportunity to
interact with students through feedbacks, and also, in creating good relationships. Teachers,
through feedbacks, can track the individual student’s performance and progress, and
subsequently, offer the necessary personalized support that aids the students in attaining their
STUDENT-TEACHER FEEDBACK 3
targets. On the other hand, Spiller (2009) argues that teachers at some point do not value
feedback at all. They argue that, in most cases, even after they have given out feedback on error
correction, most of the students never improve or correct in their subsequent assignments or
tasks. Teachers argue that students only concentrate on the marks they obtain, but they disregard
the comments which are crucial in correcting their mistakes and improving their performance.
Also, teachers value feedback by creating opportunities for students to disclose their
weaknesses or showcase their levels of understanding on particular topics through class
discussions (Plank, Dixon & Ward, 2014). Tutors pose thoughtful questions which help students
in critically analyzing the situations and consequently coming up with solutions. Also, teachers
value feedback by conducting regular assessments and providing immediate support after the
evaluation (Hattie & Timperley, 2007). The lecturer immediately offers definitions of complex
terms, provide proper interpretations and explanations of key terms. Tutors demonstrate to their
students on the expected responses to provide and how to present. After providing the necessary
feedback, teachers follow up on the progress and level of understanding of individual students by
providing a follow-up assessment.
Students, on the other hand, acknowledge feedback for some reasons which include that
argument that, when they give feedback, teachers offer support on areas that cause confusions.
Through active feedbacks, teachers can provide clarifications on certain misunderstandings or
confusions that always lead to unnecessary failure on their part (Plank, Dixon & Ward, 2014).
Most of the students get confused by minor issues, such as statements, theories or even formulas
which may seem similar or complex to understand and apply in providing solutions. When a
tutor steps in, students believe that they get more clarifications that will help them understand the
concepts in question. Teachers also, better means and various ways of approaching the solution,
targets. On the other hand, Spiller (2009) argues that teachers at some point do not value
feedback at all. They argue that, in most cases, even after they have given out feedback on error
correction, most of the students never improve or correct in their subsequent assignments or
tasks. Teachers argue that students only concentrate on the marks they obtain, but they disregard
the comments which are crucial in correcting their mistakes and improving their performance.
Also, teachers value feedback by creating opportunities for students to disclose their
weaknesses or showcase their levels of understanding on particular topics through class
discussions (Plank, Dixon & Ward, 2014). Tutors pose thoughtful questions which help students
in critically analyzing the situations and consequently coming up with solutions. Also, teachers
value feedback by conducting regular assessments and providing immediate support after the
evaluation (Hattie & Timperley, 2007). The lecturer immediately offers definitions of complex
terms, provide proper interpretations and explanations of key terms. Tutors demonstrate to their
students on the expected responses to provide and how to present. After providing the necessary
feedback, teachers follow up on the progress and level of understanding of individual students by
providing a follow-up assessment.
Students, on the other hand, acknowledge feedback for some reasons which include that
argument that, when they give feedback, teachers offer support on areas that cause confusions.
Through active feedbacks, teachers can provide clarifications on certain misunderstandings or
confusions that always lead to unnecessary failure on their part (Plank, Dixon & Ward, 2014).
Most of the students get confused by minor issues, such as statements, theories or even formulas
which may seem similar or complex to understand and apply in providing solutions. When a
tutor steps in, students believe that they get more clarifications that will help them understand the
concepts in question. Teachers also, better means and various ways of approaching the solution,
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