Effectiveness of Feedback in Written Tasks

Abstract

INTRODUCTION

Feedback serves as an instrument in order to acknowledge the development students have made in relation to a certain assessment task given to them. It is a response that can be given by a teacher, a student peer or an assessor that is usually spoken or written. This study aimed to assess the effectiveness of feedback in written tasks among the English teachers and the Grade 10 Special Science Curriculum (SSC) students of Balayan National High School. It determined the types of feedback given by the teachers to enhance the written tasks of the students and its effectiveness after the revision process.

METHODS

This study evaluated the behavior of the students towards the given feedback. It used the descriptive method of research and utilized questionnaires as the main data gathering instrument to the 22 English teachers and 60 Grade 10 Special Science Curriculum (SSC) students.

RESULTS

Upon the careful analysis of the gathered data, the study determined that feedback is very effective in written tasks if teachers will consider the appropriateness of the given feedback and students will accept the feedback fervently. The behavior of the students is positive towards the feedback and would create positive reinforcement if good and effective feedback would be sustained.

DISCUSSIONS

Thus, feedback would be beneficial and effective for the enhancement of students written tasks if a well-crafted recommendation will always be available. It would motivate the students to monitor their learning, identify their strengths and weaknesses and accept revisions and change not only in the school context but also in every part of the society as a whole.