In response to your question, I agree with the aspect of your critique
that feedback is an essential component of learning and influences
student motivation. However, I believe Bernstein et al. (2020) provided an
appropriate level of direction on the nature of content, given the limited
space in which the topic was discussed. They describe ensuring students
receive feedback on what they know and do not know, as well is what
they are doing incorrectly as well as correctly. In my view, this is a simple,
yet clear description of quality feedback in an educational setting. My only
suggestion would be to add recommendations on how the student can
improve, providing them with a level of guidance to move forward. I
believe this aligns more with Pan & Shao’s (2020) recommendation
fordevelopmental feedback.
Prompt feedback is necessary for students to make progress, but I
would assert the quality/content of the feedback matters more. I am sure
we could all tell stories of teachers who gave feedback in a timely manner
but lacking clarity, direction, and kindness. Brene’ Brown, a leading author
and researcher in the arena of courage and vulnerability, coins the term
“clear is kind, unclear is unkind” (Brown, 2018, p. 47). Feedback delivered
with clarity and leading to understanding, along with compassionate
delivery, shows respect for the recipient. Jesus demonstrated this well for
us in His absolute clarity yet kindness in the way He spoke and taught. We
would do well to follow His model of our ultimate Teacher!
References
Bernstein, D.A., Frantz, S., & Chew, S. (2020).Teaching psychology: A
step-by-step guide 3rd ed. Routledge.
Brown, B. (2018).Dare to lead: Brave work, tough conversations, whole
hearts.!Randon House.
Pan, X., Shao, H. (2020). Teacher online feedback and learning motivation;
Learning engagement as a mediator.Social Behavior and Personality,
48(6).https://doi.org/10.2224/sbp.9118 (Links to an external site.)
