giving feedback
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2022 ◽  
Vol 8 (3) ◽  
pp. 76-82
Thomas V Chacko

The new competency based medical education represents a paradigm shift from a teacher centered to a student centered learning of outcome competencies paradigm and so both the students and the teachers are unfamiliar with it. Giving and receiving feedback is central to the competency development framework. Only through frequent, timely and appropriate feedback there will be effective development of cognitive competence in its lead up to performance of competence. These concepts are illustrated to convey the importance of giving feedback to students. As the teachers are expected to practice giving feedback to students, they were opportunistically asked prior to a faculty development workshop what their priority learning needs about giving feedback are. Based on this a focused review of literature was done to collect the information on the various models of giving feedback, the principles for giving feedback, the possible situations in curriculum delivery where teachers can and should give feedback to students.The literature revealed some good practice models for giving feedback to the naïve as well as the mature students in ambulatory and clinical teaching settings as well as on their performance as revealed by their test results. Models of counseling which has strong element of feedback on the learner’s performance and helping them choose the way forward after identifying the problem is also shared.

2022 ◽  
Vol 3 (2) ◽  
pp. 161-168
Woro Endah Sitoresmi ◽  
Velma Alicia

This program is designed for the students who study in Islamic Boarding School Daarul Muti’ah, Kampung Ciputat, Tajur, Ciledug in understanding the grammar materials; present forms (present tense, present continuous, present perfect)  as a response to learning process during the pandemic COVID-19 because English is one of subjects in the school which needs extra understanding particularly grammar. This program is conducted approximately 1.5 month which started in the beginning of June 2021 until mid of July 2021. The program tries to reveal; 1) the process of learning present forms which is conducted as the response to pandemic COVID-19 for the students who study in Daarul Muti’ah Kampung Ciputat, Tajur, Ciledug and 2) the process of learning present forms can help the students who study in Daarul Muti’ah Kampung Ciputat, Tajur, Ciledug to increase their English language proficiency. The method of the program is offline by giving workshop and giving feedback to the students. Pre-test is conducted before the program by giving the students some questions related to Present forms. Also, the post-test is conducted to know their ability to measure and understand the Present forms concept after having this program.

2022 ◽  
Vol 7 (1) ◽  
pp. 441-458
Robert Long

Background and Purpose: In order to compete with native speakers, EFL and ESL students are under more pressure to produce native-like academic papers. This has led to more reliance on online grammar checkers, but these can be ineffective with regards to identifying and giving feedback on particular grammatical forms, phrasing and issues relating to style. Language learners may not be effectively correcting these errors. Hence, this study aims to examine the effectiveness of one online grammar checker,, with that of self-editing.   Methodology: This case study employed a descriptive approach to data analysis. 199 essays were collected from undergraduates at four universities in Kyushu, dated from April, 2019 to January, 2020.  99 essays were proofed by an online grammar checker, while 100 essays were self-edited. The English proficiency level of the participants was at the lower to intermediate range (i.e., TOEIC 300 to a TOEIC 500). The online grammar checker Grammarly was utilized by all participants to minimize issues relating to feedback. In the analysis of data, the complexity, accuracy, and fluency (CAF) of the essays was assessed in order to examine the significant changes between the first and other drafts, and the types of errors produced.   Findings: Results showed that there were no significant differences found in terms of the methods of editing, although the participants who employed online grammar checkers had better results. It was also shown that there were no significant differences in terms of syntactical complexity with either method of editing. There were fewer errors committed by the participants who self-edited, but there were no significant differences in the edited drafts with regards to errors/100 ratios, error-free clauses, and error-free clause ratios. The study showed marginal differences between the two methods of proofing but indicated that online tools can be useful for identifying certain grammatical errors.   Contributions: This paper argues that educators need to work more with EFL learners on the editorial and proofing process, but online grammar checkers may be a useful pedagogical tool to help low-proficient L2 learners.   Keywords: Writing quality, editing, online grammar checkers, proofing, syntactical complexity.   Cite as: Long, R. (2022). Online grammar checkers versus self-editing: An investigation of error correction rates and writing quality. Journal of Nusantara Studies, 7(1), 441-458.

2022 ◽  
Vol 13 (1) ◽  
pp. 69-78
Bijoy Kumer Paul ◽  
Sajuti Sarkar

Since 2009, the portfolio has been a prerequisite for the evaluation of postgraduate residency programs at BSMMU. This descriptive cross-sectional study was conducted with the aim of investigating the current status of portfolio-based training and assessment in BSMMU`s postgraduate training program. Total 264 residents and 30 faculty members selected conveniently and completed the Likert scale-based questionnaire. A checklist was used for reviewing portfolios (n=33) those were preserved by residents. Study revealed that most of the respondents were male (68.6% of residents and 93.3% of faculty members). About 60% of residents have given positive views on presence of instruction and purpose about maintaining the portfolio. Several participants expressed concerns because the portfolio content is self-reported; it may include bias or inaccuracy. Regarding opinions of respondents on characteristics of portfolio, both of the respondents perceived high satisfaction on portfolio based learning, reasonable contents, and practicable and feasible use of portfolio (p<0.05) except regular updating (p<0.05) and comprehensiveness of portfolio. In line with ownership and motivation, faculty members (4.03) highly assumed that the portfolio completed by residents as requirement of the university than residents (3.22) and p<0.05). Residents did not agree that they worked on the portfolio during university deadline (2.89) whereas faculty members ((3.73) showed vary positive views in this regard. Concerning commitments to use the portfolio, both respondents have conveyed high expression (mean >3.5) on the relationship between residents and supervisors so the role of an available supervisor in direct observations of the residents and dedicated educational meetings, giving feedback and support, cannot be exaggerated. Relating to assessment of portfolio, overall views of the respondents have expressed poor to moderate views and faculty members (2.37 to 4.23) have less satisfaction than residents (2.88 to 3.73). Though there are so many constraints such as the lack of clear purposes and instructions, poor understanding regarding ownership, assessment issues, and confusion about educational impact in future, but the portfolio as a feasible and acceptable tool to train and assess clinical competence and clinical specialization. Study recommended for generic format of portfolio based training and assessment to be considered in Bangladesh context. All Stakeholders should be well oriented at the beginning for utilizing the portfolio (supervision, monitoring and assessment system). Bangladesh Journal of Medical Education Vol.13(1) January 2022: 69-78

Samar Yakoob Almossa ◽  
Sahar Matar Alzahrani

AbstractThis study determines the assessment practices used by teaching staff in Saudi universities, explores how these assessment practices have changed during the coronavirus disease 2019 pandemic, and investigates how teaching staffs’ priorities and preferences for education on assessment during the pandemic were shaped. To support professional development, the study also aims to raise teaching staffs’ awareness of assessment practices. Teaching staff in Saudi universities were invited to complete the Approaches to Classroom Inventory survey. The results showed that the most highly endorsed practices included giving feedback, linking assessments to learning objectives and learning outcomes, using scoring guides, and monitoring and revising assessment approaches. The least endorsed practices included mapping summative assessment to curriculum expectations, responding to the cultural and linguistic diversity of students, and accommodating students with special needs/exceptionalities in assessments. Further, during the pandemic, formative assessments were rarely used. Although faculty members from various colleges and fields of specialty showed similar patterns in endorsing assessment practices, they differed in their preferences and needs for assessment education.

2021 ◽  
Vol 3 (2) ◽  
pp. 71-79
Irham Mifta

Abstract This paper has three components. They are feedback, the way of learning, and vocabulary acquisition. This research was based on the learning situation that teachers and students have to conduct online learning because of the pandemic Covid 19. This paper elaborates the three components mentioned before. In the process of assessment, feedback is the important part. When students learning at school, teachers will give feedback directly. The way of giving feedback in language learning will influence students’ vocabulary acquisition. But, in different way of learning, teachers cannot give feedback directly as in the classroom. This situation gives different influence in students’ vocabulary acquisition. Then teachers do the alternative assessment in the process of online learning.   Keywords: Feedback, Vocabulary Acquisition, Assessment

2021 ◽  
pp. postgradmedj-2021-141268
Akos Marton ◽  
James Ashcroft

Feedback is crucial to learning and is a difficult concept to define, occurring as a consequence of learner performance with the ultimate aim of influencing change in the learner. Here, we discuss strategies for giving feedback in the operating room revolving around the following themes: encouraging a sociocultural process, forming an educational alliance, sharing training goals, finding the appropriate time, giving task-specific feedback, approaching unsatisfactory performance and providing follow-up. It is essential that surgeons understand the fundamental feedback theories at play in the operating room described in this article and how they influence surgical training at all stages.

2021 ◽  
Vol 6 (2) ◽  
pp. 27-35
Indra Sukri ◽  
Aguswan Rasyid ◽  

This research was conducted in order to see problems such as some students during the learning process of teaching al-Islam material and Kemuhammadiyahan there are students who are noisy, chatty and so on, when the teacher of Al-Islam and Kemuhammadiyahan is finished. explaining and the teacher giving feedback or asking the students, some students do not understand and can not answer it, there are still many problems of student discipline in the subjects of Al-Islam and Kemuhammadiyahan when the teacher gives exercises or submits notes about Al-Islam and Kemuhammadiyahan, the majority of students are noisy and uneasy, those who are slow in learning Al-Islam and Kemuhammadiyahan do not respond to learning positively then are not motivated to  learn. Related to the above problems, this study aims to outline the efforts made by leaders in improving teacher profession. The method used in this study is qualitative, data collection techniques include observation, interview and documentation studies. All data collected is then analyzed with a qualitative approach. The result of this study is that the efforts made by the leadership in improving the professionalism of al-Islam and Kemuhammadiyahan teachers are through coaching, routine activities of al-Islam and Islamic studies. There are several supporting factors that facilitate the realization of the improvement of the professionalism of al-Islam and Kemuhammadiyahan teachers in MI Teluk Kuantan is the full support of the leadership of Muhammadiyah Riau region.

2021 ◽  
Vol 13 (2) ◽  
pp. 1245-1251
Dr.E. Raghul ◽  
B.R. Aravind ◽  
K. Rajesh

The purpose of this research is to find out what difficulties special education instructors’ face when it comes to educating children with special needs during the COVID-19 pandemic. Participants in this research were 30 special education instructors who were chosen through a purposive sampling procedure to serve as respondents. In order to identify the difficulties and challenges faced by special education instructors, both quantitative and qualitative techniques were used. In an attempt to comprehend the data, a descriptive analysis was performed. During the COVID-19 pandemic, special education instructors who worked with students who had learning impairments did not get any technology assistance in order to educate the students. According to the findings of the research, the instructional method for special learners has a suboptimal learning environment as a result of the absence of web-based instructional teaching. The survey's major findings identified 15 difficulties, with the most significant of these being 'insufficient e-learning resources', 'lack of training for online teaching', 'giving feedback to students', and 'making the students to attend online classes', as per survey respondents. According to the results, practitioners and curriculum designers may use the information to build and improve the special education system, teaching techniques, and technologically imbibed instructional learning among special education instructors.

2021 ◽  
Vol 4 (3) ◽  
pp. 242-252
Putri Dwi Sundari ◽  
Wahyuni Satria Dewi ◽  
Defrizal Saputra ◽  
Mairizwan - Mairizwan ◽  
Rahmat Hidayat

During learning from home, the teacher is very limited in giving feedback on assignments. Consequently, students’ understanding of physics concepts is still low and experiencing misconceptions. Therefore, teachers should able to develop an interactive recitation program completed by corrective feedback that could remediate students’ misconceptions. The research objective is to improve the competence of physics teachers at Sijunjung Regency through mentoring in developing an interactive recitation program. This sort of research is quasi-experimental with one-group pretest-posttest design. The research data was obtained from the pretest and posttest about understanding of the interactive recitation programs. The results showed that there was an increase in the knowledge of high school physics teachers in understanding the interactive recitation program with a percentage of 32.4%, and the provision of mentoring activities have a significant effect on increasing the competence of physics teachers in developing interactive recitation programs.

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