Module 8

• Feedback


  A powerful means to help learners improve
• Content of feedback


  • The part of the answer or response that needs to be corrected
  • The specific strategy to be used to perform the task
  • The suggested procedure that needs to be undertaken by the learner
  • A direction to the learner where to find the answer
  • A challenge to the learner to think about the appropriate response
  • A clarification on some misconceptions of the learner
• Timing of feedback


  • Feedback during performance
  • Feedback after performance
• Feedback during performance


  • Can be verbal or nonverbal
  • Verbal feedback can be written in a big signage (like a poster or a handy white board) visible to the learner
  • The teacher can provide feedback in segments of the performance where the learner can pause
• Feedback after performance


  • Appropriate when learners are provided another opportunity to revise and show again the performance
  • Applicable for writing essays and compositions where students submit the completed work before a full feedback is provided
• Effective feedback


  • Needs to be specific and concrete
  • Needs to be based on the agreed criteria
  • Should provide recommendations or suggestions on how to improve performance
• Types of feedback


  • Feedback on the product or performance
  • Feedback on the procedure or process performed
  • Feedback on the strategy in improving the work
• Feedback on the product or performance


  Describes how well the performance was done
• Feedback on the procedure


  Focuses on the step-by-step process that needs to be done by the learner
• Feedback on the strategy to improve the work


  Refers to the different cognitive and metacognitive actions that the learner needs to think about in order to arrive at a better work or performance
• Using portfolios to help learners improve

  1. Schedule a time slot to sit beside each child to show progress in learning

  2. Let the learners reflect on each entry in the portfolio

  3. Let the learners report their observation on the transition of one work to another

  4. Ask the learners to reflect on the other areas that need to be continued and improved for the succeeding work

  5. End the conversation with the learners with an encouragement and a belief that they can improve and are capable of mastering the task
• Organizing meeting with parents

  1. Send a letter inviting parents for a meeting

  2. Greet the parents in a positive tone

  3. Let the parents talk

  4. When responding to parents' concerns, restate or clarify their ideas, report relevant incidents, or ask further questions

  5. When reporting assessment results, avoid judging on the ability of the child, focus on the performance based on the criteria, prepare evidence of the performance and show the parents how rating was done, describe the performance based on the rubric

  6. Use words that are understandable to the parents, avoid too technical terms

  7. Commit to the parents a course of action that you can realistically do but do not guarantee a result
• Assessment results are communicated to parents as they are partners in the child's learning
• The school usually sets schedule and guidelines for teachers to confer with parents, communicated during the parents' orientation at the beginning of the school year