Effectively
evaluating student work and providing feedback is an integral part of
creating an effective learning environment in online and ground classes. “Immediate feedback to students is one of seven cardinal principles that enhances student learning.” (Lemley, pg. 251) Educators must quickly evaluate student work and provide
There is a direct correlation between providing feedback and student performance. Lemley,
Sudweeks, Howell, Laws, and Sawyer completed a study to compare student
performance to the time it took them to receive feedback on their work. “Students
in the delayed feedback group tended to complete their course work in
less time than those in the immediate feedback group.” (Lemley, pg. 257) Students who received delayed feedback were less involved and invested in the evaluation process. “Immediate
feedback students enrolled in English scored over an entire grade
higher than their delayed feedback counterparts, while students enrolled
in Exploring Values who received immediate feedback scored over
one-half of a grade higher than those who received delayed feedback.”
(Lemley, pg. 257) The study provides a clear connection between feedback and student performance.
Feedback must occur in a timely manner for students to meet classroom goals and objectives. “Obviously,
students don’t learn much from feedback provided weeks after completion
of a long-since-forgotten unit or assignment.” (Goodwin, pg. 82) Educators
should encourage students to learn from work and evaluate possible
mistakes before providing feedback but it most be provided in a timely
manner.
Educators must provide clear evaluations and timely feedback to ensure students success.
References
Goodwin, B. (2012). Good Feedback Is Targeted, Specific, Timely. Educational Leadership, 70(1), 82-83.
Lemley,
D., Sudweeks, R., Howell, S., Laws, R., & Sawyer, O. (2007). THE
EFFECTS OF IMMEDIATE AND DELAYED FEEDBACK ON SECONDARY DISTANCE
LEARNERS. Quarterly Review Of Distance Education, 8(3), 251-260.
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