1. Giving feedback “ module 17” By: Rana Rihan Submitted to: Dr Suzan Arafat

2. What is feedback?

3. Feedback is the information that is given to the learner about his or her performance of a learning task usually with the objective of improving this performance

4. what are the components of feedback ???

5. Assessment and correction
According to Penny Ur (2000), “feedback has two main distinguishable components: assessment and correction "The assessment occurs with grades and oral or written comments. So, the student is just informed about his/her performance; there is no motivation or options to help the learner improve the practice. In correction, students have explanations, alternatives and information that says why it is right or wrong.

6. The relationship between assessment and correction
How can you have assessment without correcting?

7. Assessment and correction are linked
Assessment and correction are linked. Although it is possible to have assessment without correction because the teacher can give a grade without saying a comment as when a final percentage mark on an exam is made known to a learner without the exam itself being returned or commented on

8. However, it is impossible to have correction without assessment.
For example, teachers cant comment on what is right or wrong in what a learner has done without conveying some kind of assessment. If a correction is supplied, the learner is very aware that this means the teacher thinks something was wrong.

9. If comment is given on why something was appropriate, there is necessarily an underlying massage of commendation.

10. Approaches to the giving of feedback
Audio-lingualisim: negative assessment is to be avoided as far as possible since it functions as a ‘punishment’ and may discourage leaning, positive assessment provides reinforcement of correct responses and promotes learning.
Humanistic methodologies: crucial function of the giving assessment is to preserve and promote a positive self image of the learner as a person and language leaner. Assessment therefore should be positive and non -judgmental.
Skill theory: for successful acquisition of a skill, the learner needs feedback on how well he or she is doing.

11. The correction of mistakes: different opinions
1- Audi-lingualism: learner mistakes are avoided by limiting the progress of learning hence there should be little need for correction. the latter is, in any case, not useful for learning; people learn by getting things right in the first place and having their performance reinforced.
2- cognitive code-learning: mistakes should be corrected whenever they occur to prevent them occurring again.

12. 3- Interlanguage: mistakes are an integral and important part of language learning; correcting them is away of bringing the learners interlanguage closer to the target language.
4- Communicative approach: not all mistakes need to be corrected . Correction should be focused on mistakes that interfere with the aim of language learning
5- Monitor theory: correction contributes to the acquisition of language due to the fact of working as guidance in the choice of the better way to follow. It helps the student to have motivation to become a better speaker and to have conscious for not make the same mistake again.

13. Assessment
Feedback is an important component of the formative assessment process. Formative assessment gives information to teachers and students about how students are doing relative to classroom learning goals . Susan M. Brookhart (2008)

14. Summative evaluation: may contributes little or nothing to the ongoing teaching and learning process; but its part of the teacher’s job. The teacher evaluates an overall aspect of the learner’s knowledge in order to summarize the situation

15. Gathering information
Tests: the most common way of gathering information for assessment is through tests.

16. Penny Ur also brings other sources for assessment:
Teacher’s assessment
continuous assessment
self-assessment
and portfolio
Among them, the self-assessment could be a good option since it gives more freedom for the learner and it can work as a tool for motivation. But, it is essential that the teacher’s assessment walks together with the process of learning.

17. Correcting mistakes in oral work
According to Penny Ur (2000), we give feedback on oral work through speech, on written work through writing. On oral works, it is important to know the most appropriated situations to correct a learner’s mistake. Maybe, interrupting the speech of a person, the teacher is disturbing or discouraging the speaker instead of helping.

18. The interruption is accepted only when the student shows difficulties to continue the speech or when he/she asks for help. Although the oral corrections are made mainly by the teacher, the learner can also help in this process. The teacher can make the student think about the mistake; instead of saying directly where the mistake is, he/she could ask it for the speaker or for the other students. This technique can be effective on doing the learners reflect about the language.

19. Teacher’s responses to mistakes in oral work
Doesn’t react at all
Indicates there is a mistake, but doesn’t provide any further information about what is wrong.
Says what was wrong and provides a model of acceptable version
Indicates something was wrong, elicits acceptable version from the learner who made the mistake.

20. Indicates something was wrong, elicits acceptable version from another member of the class.
Asks the learner who made the mistake to reproduce corrected version.
Provides for elicits an explanation of why the mistake was made and how to avoid it.

21. How the correction is expressed?
The professional has also to think about how the correction is expressed. The main principle is to be always polite even if the learner is not. The good teacher knows that the fact of being the master in the classroom does not give reason to be self-assertive.

22. Written feedback
Before giving a written feedback, the teacher has to think about how the student could felt reading the comments or information. It is essential to give a percentage grade and also a comment saying what it is right and what it is wrong.
It is necessary to give other alternatives for the students to see that there are other ways to write that sentence. The teacher could also give references of sites or books for them to search and learn more about the topic.

23. Conclusion
Both positive and negative feedback are important in the development of student’s knowledge, but it is essential to know how to give these feedbacks. To be polite is the main principle to be followed.
The feedback has to work as a tool of cognitive learning and motivation. The teacher needs to use it to help the learners during the process and the students need to get the most important aspects to improve his/her knowledge.

24. References
Ur,P.(1996).Acourse in language teaching :Practice and theory. United Kingdom, UK: Cambridge University Press.