Teacher feedback is the indispensable and likely the critical component of pupil larning. We often refer to teacher feedback as the effectual instrument of instructional alteration. However. why do we ever forget that teacher feedback is integrally linked to student motive? In world. teacher feedback is an effectual tool that drives student motive. Intrinsic and extrinsic motive may well better when instructors do non merely hit and rate pupils. but provide pupils with nonsubjective feedback and inform them about the advancement they make during the learning procedure.
At this point. it is of import to look at instructor feedback through a different prism: we will distance ourselves from the traditional instructional paradigm. but will utilize the “learning paradigm. when after garnering information on the students’ larning procedure. the instructor reflects and gives his ( her ) positions on what he ( she ) has observed back to the students” ( Kwong. 2001 ) . From the point of view of extrinsic motive. teacher feedback serves an effectual external factor that motivates pupils to larn.
From the point of view of intrinsic motive. the interior pupil desire to larn is increased when pupil demands are recognized. evaluated. and satisfied through instructor feedback. At least three different types of instructor feedback can be used to heighten pupil motive in acquisition ; these include enlightening feedback. classs. and task engagement. The construct of undertaking engagement Idaho described as “the concern to develop or show ( chiefly to oneself ) high ability.
It follows that when we are task-involved. we will try to larn if we see an chance to make so and. when making so. will experience we are making what we want to do” ( Salili & A ; Maehr. 1986 ) . Task-involvement implies active and changeless interaction between the instructor and pupil. where pupils feel duty for the acquisition results. and where this duty increases pupil intrinsic motive. If decently utilized. classs may besides turn into effectual force driving pupil motive.
Very frequently. rating is referred to as the instrument that negatively impacts students’ desire to larn ( Salili & A ; Maehr. 1986 ) ; that is why rating should be combined with enlightening instructor feedback. It is of import that instructors do non utilize classs as a wages. but instead promote classs as the instrument reflecting pupil advancement. Enlightening feedback may besides be used individually. to inform pupils about their acquisition accomplishments. to inform pupils about extra acquisition chances and inducements. and to vouch that pupils are able to utilize these chances and inducements to better their accomplishments in acquisition.
The construct of teacher feedback should be re-considered through a new “non-instructional prism” . The clip has come to recognize that nonsubjective instructor feedback combined with acknowledgment and regard to pupils is a cost-efficient factor driving pupil motive at all phases of the acquisition procedure. Teacher feedback should be positive and nonsubjective. Teacher feedback should organize the footing of uninterrupted scheme. where pupils and instructors interact on equal footings. and all pupils have equal opportunities to win in acquisition.