Master of Business: Feedback Analysis and Recommendations

This report analyzes the significance of feedback in enhancing student learning outcomes. It examines the feedback methods used by QUTIC College, including questionnaires and tally sheets, to collect data on the quality of education. The report details various types of feedback proven effectiv...Read More

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Master of Business
Abstract
The below-summarized report has been developed after analyzing the term feedback that has
been considered one of the most suitable methods or tool for collecting data and relevant
information from various sources. The report comprises of the significance of feedback that will
bring required developments and improvements in the performance level. The management of
QUTIC College has offered questionnaire and tally sheets to the students for collecting data and
information on the quality of knowledge offered by them. The further report comprises of the
various uses from which the students will be benefited and also some of the issues that will be
faced y the students while understanding the feedbacks.

Master of Business
Contents
Introduction.................................................................................................................................................4
Meaning of feedback...................................................................................................................................4
Use of feedback in improving learning outcomes........................................................................................4
Types of feedbacks proven best for students..............................................................................................4
Issues that students overcome when trying to understand the feedback...................................................4
Conclusion...................................................................................................................................................4
References...................................................................................................................................................5

Master of Business
Introduction
Skills of students are presented and enhanced according to the feedback that they receive from
the tutors. Students show a high level of dedication and hard work for accomplishing their
academic goals and feedback aids in improving the capabilities of a student and makes the more
active towards their studies (Reynolds 2013). Teachers try their best in providing better academic
knowledge to the students. Teachers appreciate the students for the working assignments.
Therefore, feedbacks are important as these provide effective communication between students.
Meaning of feedback
Feedback is termed as the information that is provided to the students considering the
improvements in their academic career. Students have to effectively response to each comment
or compliment that is received from their teachers. Empirical research has been made about
providing feedbacks for the growth in the academic career of the students. For providing better
education to the students, feedbacks are the essential part of the learning process. Students are
able to analyze their strengths and weaknesses and can make necessary improvements in their
academic growth. It is important for the students to know their progress which is possible by
attending a feedback session with their teachers. Feedback is any kind of information that is used
by the academic staff to judge the grades for a student (Weaver, 2006). It is important equally for
students also. Feedback is the primary concern for students for addressing their academic goals.
Most of the researchers say that feedback does not work for every student. But it is not true for
every student as feedback support the views of a teacher towards students. Students can explore
their knowledge by developing determination in the areas in which they want to excel. The
qualitative data analysis methods show that the QUTIC management is searching for new ways
to provide feedback to the students. They say that feedbacks should be provided to students in a
manner it does not seem to be a criticism for the students. QUTIC management believes in
providing better education to the students in the best possible ways they can. Using feedbacks,
students get the better learning experience. They come to know about the areas they need to
work in (Ghazal, Gul, Hanzala, Jessop & Tharani, 2014).

Master of Business
Use of feedback in improving learning outcomes
Students are guided about the subjects they have opted currently for their academic career.
Communicating with the teacher helps the students to learn more about the subjects. Students get
to know how to reduce the number of feedbacks they are receiving for their academics. If a
student has not performed well in an assignment, a feedback helps him to know about the
improvements he needs to make in that assignment. This will reduce the efforts of students and
will enhance his skills to perform better next time in completing an assignment (Leibold &
Schwarz, 2015). The rate of providing feedback ranges from teachers to the peers and to the
group discussions that students have among their classmates. This increases the competition in
class and promotes students towards learning. A student should not quit learning during their
early phase of studies due to the feedback that they receive. Some of the feedbacks might include
positive points whereas other feedbacks might describe the mistakes made by a student.
Types of feedbacks proven best for students
A standout amongst the most difficult viewpoints that will help the guides and the administration
of AQUATIC is the distinctive kinds of input. In the wake of dissecting the given situation, it has
been noted down that the administration of QUTIC has given survey and count sheet. There are
different kinds of inputs that can be utilized by the administration and will be demonstrated
helpful for the understudies while the way toward learning (Gaudreau, Trust and Liu, 2016).
There are 9 noteworthy sorts of inputs that can be utilized by the administration for producing
the information and this will likewise acquire progressions scholastic execution:
Questionnaire: Asking inquiries can be considered as a decent technique for making the
contribution of students in discussions about the work they are allotted while noting questions
students ordinarily mirror the strategy of the assignment or the work they have been allotted
which will bring the cognizance into a more profound level. Inquiries can likewise be requested
the shifted scope of purposes while giving criticism and can likewise be used for clearing up the
contemplations of the students (Panhoon and Wongwanich, 2014).
Links to assets: Students can share the data that is given by the teachers. This will encourage
them to acquaint new subjects and will provide them opportunities of getting more and more
knowledge as per their expectations. Connection to assets will likewise help understudies to

Master of Business
make noticed that can be valuable to clear their examinations (Vanderbilt 2017). Connection to
assets will be useful for an understudy to find the fitting solutions.
Providing subsequent stages: The tutors give additional information to the students by
prescribing them to see distinctive online instructional exercises and watch YouTube videos.
Coaches trust that by viewing on the web instructional exercises understudies can look at
themselves for a specific subject. Understudies can likewise get criticism with respect to the
instructional exercises they watch.
Providing Guidance: Career proposals counsel and support is given by the mentors (Sheffield
2017). It is essential for the understudies to take compelling choices for their professional
development. A direction is additionally a sort of update for the understudies to decide on the
essential courses.
Facilitators associating students: Social communications are one the ideal approach to share
sees inside a group. Scholastics assume an essential part in the lives of understudies which
should be advanced by the arrangement of educated educators and other staff individuals.
Providing consolation: Most of the time understudies require the inspiration to perform better in
their scholastics (Yengin, 2017). They require somebody to influence them to understand the
gifts they have and what all components they have in their life which gives them positive effect
on their scholarly profession.
Sharing individual encounters: The understudies and guides must share their encounters that
will add to the scholastic accomplishment of a person (Tempelaar, Rienties & Giesbers, 2015).
The understudies can share about the exhibitions they have amid their examinations.
Unexpectedly, guides can share their encounters with respect to the learning ones. This will help
understudies to focus more on their scholastic vocation.
In the wake of breaking down the greater part of the above sorts of criticisms, it has been
assessed that Questionnaire is a standout amongst other techniques that can be utilized by the
administration of QUTIC for enhancing the execution.

Master of Business
Issues that students overcome when trying to understand the feedback
As examined above, an input is the essential part for the understudies to upgrade the proficiency
of the understudies (Cajander, Daniels, Peters & McDermott, 2014). Be that as it may,
understudies are not ready to adapt up to these criticisms. The vast majority of the circumstances
understudies are not ready to comprehend the significance of these criticisms and other time they
are not ready to execute better learning methodologies. A portion of the understudies doesn't
discover a learning opportunity with regards to the investigation of criticism. The intricacy of
criticisms gives vulnerability in the learning methods received by the understudies.
Correspondence is the primary reason when understanding a coach's criticism. The understudies
and educators need to successfully cooperate to examine the issues with respect to
comprehending input (Nicol, Thomson & Breslin, 2014). Understudies get perplexed of the
instructors or feel humiliated when making inquiries from their educators. This builds the many-
sided quality of the investigation courses for the understudies. The vital piece of understanding
input is to examine their significance in the profession of understudies. Understudies must
guarantee that they gather basic scholarly notes from their educators and furthermore go to the
uncertainty classes at whatever point required.
Conclusion
After summing up the above executed analysis it has been concluded that feedbacks can be
considered as one of the most significant tools that will be proven best for collecting data and
information from the various sources. The management of QUTIC College has provided the
students with questionnaire and tally sheets for collecting data and thus is attempting to make
advancements and improvements in the quality of performance.

Master of Business
References
Cajander, Å., Daniels, M., Peters, A. K., & McDermott, R. (2014). Critical thinking, peer-
writing, and the importance of feedback. In Frontiers in Education Conference (FIE),
2014 IEEE (pp. 1-7). IEEE.
Gaudreau, C, Trust, T & Liu, W, (2016). [Online]. 9 types of feedback to boost students
engagement, Retrieved from: https://elearningindustry.com/9-types-of-feedback-boost-
student-engagement
Ghazal, L., Gul, R., Hanzala, M., Jessop, T., & Tharani, A. (2014). Graduate students’
perceptions of written feedback at a private university in Pakistan. International Journal
of Higher Education, 3(2), 13.
Leibold, N., & Schwarz, L. M. (2015). The Art of Giving Online Feedback. Journal of Effective
Teaching, 15(1), 34-46.
Nathenson, M. B., & Henderson, E. S. (2018). Using student feedback to improve learning
materials. New York: Routledge.
Nicol, D., Thomson, A., & Breslin, C. (2014). Rethinking feedback practices in higher
education: a peer review perspective. Assessment & Evaluation in Higher Education,
39(1), 102-122.
Panhoon, S & Wongwanich, S, (2014). [Online]. An analysis of teacher feedback for improving
teaching quality in primary schools, Retrieved from:
https://www.sciencedirect.com/science/article/pii/S1877042814009197
Reynolds, L. (2013). [Online]. Giving Student Feedback: 20 Tips To Do It Right. Retrieved
from: https://www.opencolleges.edu.au/informed/features/giving-student-feedback/.
Sheffield, (2017). [Online]. Feedback, Retrieved from: https://www.sheffield.ac.uk/lets/toolkit/f-
a/1.209066.

Master of Business
Tempelaar, D. T., Rienties, B., & Giesbers, B. (2015). In search for the most informative data for
feedback generation: Learning Analytics in a data-rich context. Computers in Human
Behavior, 47, 157-167.
Vanderbilt, (2017). [Online]. Teaching Problem Solving. Retrieved from:
https://cft.vanderbilt.edu/guides-sub-pages/problem-solving.
Weaver, M. R. (2006). Do students value feedback? Student perceptions of tutors’ written
responses. Assessment & Evaluation in Higher Education, 31(3), 379-394.
Yengin, I. (2017). Importance of feedback in teaching, communication and information systems
for learning. Komunikacija i kultura online, 1(1), 309-317.