Critically Analyzing The Benefits Of Student Feedback Assessment Tasks

Question

Task: You are required to write a report on the following topic.

Topic: Feedback on assessment tasks has traditionally been used to help students ‘bridge the gap’ between lecturer expectations and their work. In your report, discuss the usefulness of feedback and argue the best way for students to receive feedback on their assessment tasks. Develop your arguments using examples from the feedback given from the essay (BUS100 - Assessment Item 2) and evidence found in peer-reviewed journal articles. Include recommendations for various university stakeholders to implement your findings. 
You should read the appropriate topics on Interact2 and chapters of your textbook to obtain the information on writing reports.

Answer

Executive summary:
The objective of the report is to explore the efficiencies of procuring feedbacks from student feedback assessment tasks. The present discussion is provided on the apt ways of the students so that they can gain feedback on the assessment task. Qualitative method like using surveys has been applied so that the discussions and findings of this report can be determined. The outcomes of the research work involve assessment needs which are needed to be done utilizing digital technology. Depending on the above argument appropriate conclusions have been drawn. Recommendations have been provided for heightening the advantages and practices of feedback which will help students in their future tasks.

Introduction:
The feedbacks related to the student feedback assessment tasks help students to minimize the gap between the lecturer’s expectations and their individual works. Procuring feedbacks is one of the important components of assessment procedure which impacts the students learning skills and even boosts their achievements and progress. Providing vital feedback from the initial stage will help the students justify their learning objectives. To gain significant conclusion critical analysation research method and methodologies have been applied in this report. The report structure comprises important researches and discussions so that the specific motives can be attained. The scope of the present report is to detect the problems which occur when students fail to gain apt feedback related to their assessment procedures (Farikh Ihwayudi, 2016). The main purpose of the report is making readers aware of the importance of procuring feedback and the other benefits it brings for goal accomplishment along with achieving the target set by the students and their teachers.

Findings and discussions:
Benefits of feedback:
The most important role associated with the student feedback assessment tasks is played by feedbacks as it impacts their learning procedures and helps them in choosing the direction of their path so that they can finish their assessment. Some major objectives of feedback include helping the students justify the marks they acquired in their assessment tasks. The student feedback assessment tasks even help students identify their individual skills and competencies that they applied in the assessment task (Bond, Cheng & Kairuz, 2017). The student’s capabilities are monitored, regulated and evaluated according to their learning. After gaining feedback about their assessment, students get motivated to excel their performance and become good learners.

The feedback which the teachers provide should be constructive so that the students are encouraged to perform harder on that specific matter with full effort avoiding disappointment and anger. The communication level between the students and teachers are enhanced which heightens their learning and working environment. The timely feedbacks are beneficial as they help the students to identify their errors properly before they forget the basis of their earlier assessment and get engaged in future tasks. The entire learning procedures are enhanced and help students to adjust and adapt to the learning strategies (Pereira et al., 2016). The teachers are also benefitted by this feedback which helps them to gain knowledge about learning necessities of their students. Thus, feedbacks related to the student feedback assessment tasks are very crucial and valuable when it is provided to the students. It helps in heightening the learning needs and skills and thus proves advantageous for the students.

What is the apt method to gain feedbacks from student feedback assessment tasks? Discuss.
Focus groups and survey are the research methods which have been used so that the students can gain feedback on their assessment task. Both, the teachers and students active participation is important for understanding the value of achieving and providing feedback. As it is two sided process it is extremely beneficial if both parties take it seriously. But there are specific areas related to the present practices associated with providing and receiving vital feedbacks which require improvisation (Neumann, Neumann & Lewis, 2017). Some of these improvisations comprise including the practice of sensitive feedbacks as per the students needs. These methods must confirm that students get apt opportunities for applying the feedbacks which they have procured related to the assessment tasks.

The students should seek prompt feedback from their teachers after submission of their student feedback assessment task which will even enable the teachers to act responsibly towards their efforts. There exist several leverages and sources which students can utilize fro procuring comments from teachers. Students can apply diverse models of feedback structures and resources so that they can follow the moderations and practices of various procedures associated with procuring feedbacks (Brehaut et al., 2016). Students need to create project teams and reference groups so that they gain complete knowledge about formation of secured structure for procuring beneficial feedback. Thus students can effectively gain feedback from teachers through active participation. The teachers and students need to work together so that they can create effective structure for creating the feedback system.

Current practices related to student feedback assessment tasks:
There exist specific structures and strategies related to feedbacks which the students and educators apply for achieving important objectives of learning. Automated approaches are the new forms which are gradually emerging within the process and structure of feedback. The frameworks and various models help in procuring successful feedback along with recognizing its importance by students and educators in the current scenario (Van der Kleij et al., 2015). The feedbacks are related to specific student feedback assessment criteria and types so that they become more effective and productive. The traditional feedback procedures which are apparently used in the current scenario are quite different and are linked with feedback models.

A vital role is being played by digital technology in assisting quality feedback practices which are being used by teachers and students. But some practices are beneficial while others are not; this is however assessed by the distinctive pedagogy and the various institutional and societal perspectives (Planar & Moya, 2016). The utility of the present day feedback practices is also judged by their sustainability and effective practices like structures and models help in engagement and sustainable planning of student feedback assessment tasks.

Recognizing the benefits of feedbacks:
Feedbacks are crucial in the institutional learning system but specific sections of population fail to understand or recognize its value. Interviews involving questionnaires were conducted for gaining information about whether the students and teachers are aware of the value of feedback; and thus the answers can be helpful. The staff members and students faith is important for understanding the report’s exact purpose (Mulliner & Tucker, 2017). The various perceptions of the students and teachers related to their feedback models and practices can also be determined with this. Their experience level is also determined depending on the diverse sources and modes of feedbacks. Each member was involved for deducting the conclusion related to the investigation from various individuals about their opinion on these practices.

These practices are needed to be developed and their objectives should be understood by majority of both teachers and students. This will encourage the students in their entire learning activities along with justifying their acquired grades by their teachers related to the student feedback assessment tasks. Various feedback structures and models are used which help in detecting the purpose of these comments for both teachers and students (Sharma et al., 2016). Thus properly structured feedbacks assist students in their future assessment topics and activities. The loopholes between their unrecognized errors and minimal knowledge can be bridged with these feedbacks. The students can easily assimilate the purpose of this feedback in comparison to their teachers. Professional and personal feedbacks help in forming strong bonds and interaction between the students and teachers.

Recognizing the value of feedback helps in developing and providing support to the educators so that they can develop feedback practices and perform specific moderations for gaining ultimate result. Diversified student feedback assessment tasks are conducted by students which demands providing them with feedbacks which will help them detect their weakness and strengths. This will also provide consistent assistance in the learning procedures of the students and help them stay committed to the learning practices and procedures. Some research also reveals the usage of online scholarly works and websites by the teachers and students for using the feedback system to the utmost level (Mitoma & Yamauchi, 2018). Disseminating the results is extremely crucial when these activities are conducted as both the vital learning sources of the institution are engaged in the process. The students gain interest in the student feedback assessment task when they receive vital information from the feedback associated with their assessment task. This further motivates them to become more conscious and active in their future tasks.

Conclusion:
Thus feedbacks are valuable and important component of learning process and are beneficial for both teachers and students within the institution. The benefits of giving and procuring feedback are properly described in this discussion. The students can adapt newer strategies for conducting student feedback assessment which are dependent on the procured feedback. Several new structures and strategies have been developed so that accurate feedback can be procured from the teachers related to the assessment task. Some are relevant in present case while some are not.

Teachers and students were interviewed for gaining their perspectives on feedback. Several vital points and current practices of feedback have been focused for understanding the teachers and students perspectives. Well constructed feedbacks are crucial in impacting the achievement related to targeted objective and goal. Stress has been given on improving feedback system so that more productive and effective outcome can be achieved. Feedback is considered a complicated procedure involving both teachers and students and they need to treat it seriously so that the institutional learning procedures can be enhanced.

Recommendations:
Since feedback is considered the vital component in the institutional learning procedure, there exist chances to improve the structure and practices so that effective results can be gained in future. There are several vital aspects which can be considered for making the student feedback assessment system famous among the university and students.

• The feedback should be valuable so that it positively impacts the students and their future works. The point recommended here is that the teacher should provide feedback to students on an individual basis which will help students get the opportunity to clear their doubts.
• It is advised that the nature of the feedback should be constructive so that the students are not adversely affected
• Feedbacks are important to encourage and motivate students so that they can perform better. The complexities associated with the feedbacks should be minimized so that the students are not burdened. It is advised that the students need to be given opportunity for resubmission after correction which will help the students to learn.
• Digital technologies need to be utilized which will help in improving the structure and practice of student feedback assessment. For ensuring engagement of both teachers and students automated approaches should be applied along with apt dissemination of the feedback goals.

Reference:

Bond, J., Cheng, A., & Kairuz, T. (2017). Relating variance in feedback effectiveness to learning styles. Student feedback assessment Pharmacy Education, 17.

Brehaut, J. C., Colquhoun, H. L., Eva, K. W., Carroll, K., Sales, A., Michie, S., ... & Grimshaw, J. M. (2016). Practice feedback interventions: 15 suggestions for optimizing effectiveness. Annals of internal medicine, 164(6), 435-441.

Farikh Ihwayudi, M. O. H. A. M. M. A. D. (2016). The Effect of Written Peer Feedback on the Compositions of the Tenth Graders’. Retain, 4(2).

Mitoma, R., & Yamauchi, T. (2018). Effectiveness of a learning support program for respiratory physical assessment: A quasi-experimental study. PloS one, 13(9), e0202998.

Mulliner, E., & Tucker, M. (2017). Feedback on feedback practice: perceptions of students and academics. Assessment & Evaluation in Higher Education, 42(2), 266-288.

Neumann, Y., Neumann, E. F., & Lewis, S. (2017). Quality of faculty feedback and its effects on learning and educational effectiveness of online master degree programs.

Pereira, D., Flores, M. A., Simão, A. M. V., & Barros, A. (2016). Effectiveness and relevance of feedback in Higher Education: A study of undergraduate students. Studies in Educational Evaluation, 49, 7-14.

Planar, D., & Moya, S. (2016). The Effectiveness of Instructor Personalized and Formative Feedback Provided by Instructor in an Online Setting: Some Unresolved Issues. Electronic Journal of E-Learning, 14(3), 196-203.

Sharma, D. A., Chevidikunnan, M. F., Khan, F. R., & Gaowgzeh, R. A. (2016). Effectiveness of knowledge of result and knowledge of performance in the learning of a skilled motor activity by healthy young adults. Journal of physical therapy science, 28(5), 1482-1486.

Van der Kleij, F. M., Feskens, R. C., & Eggen, T. J. (2015). Effects of feedback in a computer-based learning environment on students’ learning outcomes: A meta-analysis. Review of educational research, Student feedback assessment 85(4), 475-511.