Feedback

Another aspect of classroom practice that we are going to discuss on is feedback. This is
because, feedback is very important in ensuring that the student understand whenever they
propose question and also to indicate that the teacher appreciate the student participation by
giving feedback either positive or negative. Danielle Sitzman (2011) in her thesis stated that
However, despite nearly a century of investigation, research examining the impact of feedback
on memory performance has provided few definitive guidelines regarding the best methods to
enhance the likelihood that information will be remembered in the future. Based on this extract,
it shown that many researchers had conducted research on feedback but then the result is not
favorable on whether feedback can boost the student memory for a long term.
In our opinion, feedback by the teacher have a great impact, one of them is ensuring that
the student memories the fact that teacher gave to them if not for a long time but at least in the
class itself. Using feedback also, it will correct the mistake that student did in class so that the
student will not repeat the same mistake again in the future. Providing feedback to the student
will also help the student to identify their weakness and strengths in different areas and can help
them improves.
In giving feedback, the most important things that the teacher need to take as
consideration is the timing. Timing here means the gap between the student answer to the teacher
feedback. For example, Butler and Roediger (2008) as cited in Danielle Sitzman (2011) suggest
that when a person answers a question correctly, they should perform better after delayed
feedback but, when a person is incorrect; both feedback timings should be equally effective
because each provides a spaced study opportunity. The reason for this would be, the right wrong

answer need to be handle carefully because the teacher main focus is to correct the student but at
the same time the teacher do not want to upset the student by saying that he or she is wrong.
Immediate feedback is better in this situation because it will avoid any misconception for the
student.
However in the research conducted by Andrew C. Butler, Jeffrey D. Karpicke, and Henry
L. Roediger III (2007) The Effect of Type and Timing of Feedback on Learning From MultipleChoice Tests shows that the type of feedback provided after the multiple-choice test did not
affect final performance on the test. This research proves that the timing for feedback is
consider the same whether it is delayed or immediate.
In the video, we can see that the teacher uses a lot of feedback when the students answer
the question she asks but only by repeating the answer that the student gave her. She uses the
immediate feedback by responded to the answer after the student finish answering her question.
In our opinion, it is a good thing to do because it will enhance the students understanding
towards the subject that she had taught. Another recommendation is that, if the student answers
wrongly, do not give negative feedback straight away. The teacher should thanks the student for
her answer and then say nicely that her answer is wrong and give the correct answer without
demotivates her to learn.
Another factor in feedback is scaffolding. Scaffolding is very important to ensure that the
student get the right answer for the question that the teacher propose and the answer comes from
the student and teacher will only lead the student to the correct answer. Bridgid Finn and Janet
Metcalfe in their research Scaffolding feedback to maximize long-term error correction (2010)
state that, Typically, the scaffolding process involves more than just presenting the correct

solution to a problem. Instead, students may be given hints about the correct response or a new
suggestion about how to think about the problem, with the ultimate goal of solving the problem
correctly themselves. From this research, we can see that feedback in a form of scaffolding is
very important because it will help the student to remember the facts better because the answer
comes from their own and not from the teacher.
In the video of the teaching episode, we identify that the teacher scaffold her student to
the correct answer not by giving them answer straight away. This is a good practice for us as
future teacher because we actually teaching and not spoon-fed them with the right answer. When
the students give the wrong answer, she guides them until they get the answer correctly by giving
those hints and also keyword. Giving feedback in a form of scaffolding is good way to practice
interactive and cooperative learning among the students.

Reference
Andrew C. Butler, Jeffrey D. Karpicke, and Henry L. Roediger III, (2007). The Effect of Type
and Timing of Feedback on Learning From Multiple-Choice Tests. Washington
University in St. Louis, St. Louis, Missouri.
Bridgid Finn and Janet Metcalfe, (2010). Scaffolding feedback to maximize long-term

error

correction. 2010 The Psychonomic Society, Inc.

Danielle Sitzman, (2011). THE INTERACTION BETWEEN FEEDBACK TIMING,
CONFIDENCE, AND ERROR CORRECTION IN EPISODIC MEMORY. Colorado State
University Fort Collins, Colorado.