Teacher Discussion Forums

I just found this forum, and I think it's great!
I have been looking for information about feedback and its importance. I think this the best way to gather real and reliable information.
What kind of feedback teachers give after tests, if they give any¿? Is it worthy to spend time doing it? What do you think is the opinion of stiudents about your feedback?
well I really appreciate your opinions.

PD: if you have any kind of information: links, papers, articles, books, author names, your opinion, etc. about this topic please let me know!!!

Hi.

The basic answer for me is: it depends!

I generally give some feedback on tests, but the score itself is sometimes feedback enough. If the class generally did poorly, i feel it is a good idea to give students your understanding of why that may be and to go over what the problems are in your opinion as well as to ask students what they think. In general, any open discussion of testing and activities is useful.

One thing I have noticed that I feel is important for teachers to be aware of in terms of student feedback to teachers, however, is that, in most cases, students have had little opportunity to be asked their opinion or give feedback. This means that they usually have a difficult time separating what they have always done from their own educational background from what actually works. An unfortunate result of this can be that whatever they did when they were in school before becomes what is good and whatever is different becomes bad -if they believe their schooling was good, or vice versa if they believe their schooling was bad. This makes their feedback difficult to use. If enough time is present, however, students can learn to look critically at different techniques and become aware of their own preconceptions of what teaching and learning is all about and this can open many magical doors.

Thank you Harmony!

I really appreciate your post, and i agree "It depends!" But do you think a score is enough? How do you know students understand the meaning of that score? How do you help them to improve just based on a number?

I agree with the importance of feedback from students too but don't you think that the very results from their tests and activities are feedback? If we know the things they couldn't achieve they'd make us aware of their needs.

I would like to know your comments on this and everybody's comments too.

Hello Selma,
I believe giving feedback to students is very important. How you give feedback depends on the skill you where testing. For example, when giving feedback through the answers with the students. I focus on questions that seemed to be problematic to the students . I also give a brief summary of a rule if the need arises.

Hope this helps.

Hello again Selma:

Lots of interesting questions and thoughts. How do we know what a number score actually means -as teachers- is another worthy question.

In my experience, a numerical score on a test is far less reliable and instructive than day to day observation and activity. I gather far more information about student needs, progress, and difficulties through classroom practice than can ever be done from a test. Likewise, students have the opportunity to gather self awareness of their own strengths weaknesses, challenges, etc. in the same way. But this is because I make a point of probing, exploring, "testing", challenging, students constantly. Everyone in my class knows that if they say "they understand" they had better be prepared to explain it or give an example. I cultivate this in a good atmosphere, however. My students are not afraid, but are relaxed and I go about my "tests" in the class in a fun quiz show manner. No answers are unacceptable because every answer reveals where a student is at and no progress is ever made until one is aware of where she is. No teacher can help a student -except perhaps accidently- if he does not know where the student is. To the best of my ability in a culture of right and wrong, I seek to reveal the reality that there are no wrong answers, there are merely steps along the way to mastery. This allows people to move forward without fear.

A teacher knows a student knows something when she is able to answer the question that elicits a correct response several times without hesitation. In the same manner, the student knows if he knows. A teacher knows a student's trouble or progress by observing what happens between getting the answer and not having the answer. The student has the opportunity to do the same. One of the problems with tests is that they are still photographs that attempt to capture a dynamic process that is constantly in motion. The result is a blurred image.