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Introduction of Feedback for Better Learning

机译：介绍反馈以更好地学习

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Feedback provided during formative assessment guides students to close the gap between their current and desired performance and enhances their learning and satisfaction. To get positive impact of feedback, it should be effective and timely. Perceptions and preferences of students for feedback may vary based on their attitude, cognitive style, gender and many other factors. Teachers may have different perceptions than the students about feedback. So present study tries to introduce feedback in the formative assessment of pharmacology and understand perceptions of students and teachers towards it.Aim: To provide effective, timely feedback to students for giving desired direction to learning and also, to assess students and teachers perceptions of feedback.Materials and Methods: A session on importance and techniques of feedback was conducted for sensitisation of faculty. EvidenceEffect-Change (EEC) technique was selected to provide feedback to students during formative assessment in tutorials and tests. A total of 150 students of third semester were divided into two batches for practical classes on alternate days. Each batch was subdivided into six subgroups. They were given one to one and face to face feedback, eight times in a period of four months, during tutorials and after tests of General pharmacology and Autonomic nervous system conducted in practical classes. The perceptions and preferences of students and teachers were recorded on self structured, prevalidated questionnaires using five-point Likert?s scale. Data were analysed using frequency distributions and median as measure of central tendency. Open ended questions were analysed descriptively.Results: There was consensus among students that feedback provided was effective, timely and had positive emotional effects. The students agreed having received feedback on all mistakes with corrections, content, organisation of content and handwriting. 88% students wanted the feedback process to be continued. Students (n=7) also suggested that more time should be spent by teachers in providing individual feedback to each student. All teachers agreed that during feedback they gave more emphasis on correcting mistakes, clarifying doubts and motivating students to work hard. 83% of teachers said that because of time constraint, all students didn?t get equal feedback and they spent more time giving feedback to academically weaker students who were consistently scoring less than passing marks. Teachers suggested that students should be divided into groups based on their performance and group feedback can be easily provided.Conclusion: Feedback has positive constructive effect on students? emotions and learning. A large majority of students as well as teachers want feedback process to be continued throughout the session, but there is a difference in opinion of teachers and students about one to one or group feedback.
机译：在形成性评估过程中提供的反馈可指导学生缩小当前和期望表现之间的差距，并增强他们的学习和满意度。为了获得反馈的积极影响，它应该有效且及时。学生对反馈的看法和偏好可能会因他们的态度，认知风格，性别和许多其他因素而异。教师对反馈的理解可能与学生不同。因此，本研究试图在药理学形成性评估中引入反​​馈，并了解学生和教师对此的看法。 材料和方法：进行了有关重要性和反馈技术的会议，以提高教师的认识。选择了EvidenceEffect-Change（EEC）技术在教程和测试的形成性评估期间向学生提供反馈。总共150名第三学期的学生在隔天被分成两批进行实践课。每一批又分为六个子组。在教学过程中以及在实践课中对普通药理学和自主神经系统进行测试之后，在四个月的时间内对他们进行了一对一的面对面反馈，共八次。使用五点李克特量表，将学生和教师的看法和偏好记录在经过自我验证的预先构造的问卷中。使用频率分布和中位数作为集中趋势的量度来分析数据。开放性问题的描述性描述得到了分析。学生们同意已收到关于所有错误的更正，内容，内容组织和笔迹的反馈。 88％的学生希望反馈过程继续进行。学生（n = 7）还建议老师应该花更多的时间向每个学生提供个人反馈。所有老师都同意，在反馈过程中，他们将更多的精力放在纠正错误，澄清疑惑和激励学生努力工作上。 83％的老师说，由于时间限制，所有学生都没有得到平等的反馈，他们花更多的时间给成绩一直低于及格分数的学业较弱的学生提供反馈。教师建议应根据学生的表现将他们分成几组，并且可以很容易地提供小组反馈。结论：反馈对学生有积极的建设性作用吗？情绪和学习。绝大多数学生和老师都希望在整个课程中继续进行反馈过程，但对于一对一或小组反馈，老师和学生的意见有所不同。

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