Open AccessThe role of feedback in the teaching-learning process
Author(s) -
Delia Muste
Publication year - 2020
Publication title -
educaţia 21
Language(s) - English
Resource type - Journals
eISSN - 2247-8671
pISSN - 1841-0456
DOI - 10.24193/ed21.2020.19.17
Subject(s) - process (computing) , tact , action (physics) , empathy , constructive , nothing , psychology , mathematics education , control (management) , active learning (machine learning) , flexibility (engineering) , computer science , social psychology , artificial intelligence , epistemology , philosophy , statistics , physics , mathematics , quantum mechanics , psychotherapist , operating system
"Feedback can be considered as the totality of information that is provided to the student, parent, or teacher regarding the student's performance, concerning learning objectives or learning outcomes and aims to improve learning among students. It has the role of reorienting the actions of the teacher, parent, or student in the direction of achieving specific goals of the learning process by aligning the effort and activity with a certain expected result. It can be offered about the results of the activity, the process itself, the way the student manages his learning or self-regulates in the learning activities. The power of feedback comes from the fact that he can straighten, maintain a good attitude, or change a student's behavior. Giving direct but at the same time, empathetic feedback means allowing students to express their opinion, to give feedback in turn, to contradict you, or to recognize the problems when they arise. But all this requires tact, empathy, and understanding, because only in this way can we, the teachers, correct, direct and manage the challenges, in parallel with building communities in which students collaborate and care about each other. Feedback allows the other person to receive a real response to his action and is constructive when referring only to the action itself and nothing else."