Teacher Feedback: How Teachers and Students Value It

Introduction

Teacher feedback has traditionally been a normal part of the teacher-student relationship in the learning process. This is primarily because feedback is widely acknowledged as a significant part of the learning cycle. Despite the significance of teacher feedback in the learning process, few studies have focused on examining whether university teachers and students value feedback differently. In fact, teachers and students have often expressed frustrations and dissatisfaction with how the feedback process is carried out. These frustrations and disappointments have in turn signaled the differences in how university teachers and students value feedback. In light of this fact, as well as findings from student-centered research, it is quite evident that university teachers and students value feedback in different ways.

The Importance of Teacher Feedback

Teacher feedback has long been an important and customary component of the relationship between teachers and students. Teacher feedback is generally described as the information provided by teachers regarding students' understanding or performance in the learning process (Rowe, 2010, p. 343). Consequently, teacher feedback is an important component in the learning process, since it is a platform through which students obtain significant information regarding their understanding in order to enhance their performance. In essence, feedback is a vital element in the teacher-student relationship because it acts as a guide through which students can achieve better results and improve performance.

Generally, teachers provide feedback to students through various means, such as feedback on assessment, feedback on performance, and feedback on behavior. This implies that teachers adopt a multifaceted approach toward providing essential information to students by examining the various issues and areas that may affect students' performance and results in the classroom. When provided adequately and through proper channels, teacher feedback plays a crucial role as a direct support to the learning process by addressing students' social and emotional needs and promoting a better understanding of learning material and ideas.

How Teachers and Students Perceive Feedback

The way in which teachers and students value feedback is largely influenced by their perceptions of it. While feedback is generally viewed as a means for improved academic performance through gaining a better understanding of ideas and concepts, the perceptions of teachers and students regarding feedback vary significantly. In recent years, both teachers and students have increasingly complained that the feedback process does not necessarily result in improved student performance. These complaints have largely been expressed as disappointments and frustrations, which have diminished the impact of feedback on the learning process. According to the findings of a recent study, feedback does not usually assist students, largely because of these disappointments and frustrations (Tatter, 2015).

Students have increasingly viewed feedback as unclear or unhelpful, and sometimes as demoralizing. While teachers strive to ensure that their feedback helps improve students' engagement in the learning process, it does not necessarily improve subsequent student performance because students often do not receive guidance on how to use the feedback to achieve better academic results (Spiller, 2009). In some situations, students have reported that feedback is offered too late to be of any significant use or relevance. Another reason for students' negative perception of feedback is that it sometimes draws attention to their self-image and performance in ways that are counterproductive. In such cases, feedback can act as a distraction that undermines students' efforts and denies them the opportunity to engage with course concepts and ideas independently.

On the other hand, teachers have increasingly reported that students do not seem interested in feedback and are overly focused on the grade. University teachers state that students do not view feedback as important to the overall learning process but are simply concerned with the mark. In essence, students do not necessarily take teachers' comments seriously or find them valuable in terms of their overall well-being; rather, they treat them as information that is only useful for achieving better grades. Moreover, teachers have expressed disappointment that students do not incorporate feedback into the learning process and relevant tasks.

Conclusion

Teacher feedback is an important aspect of the learning process given its role in promoting effective teacher-student relationships and enhancing learning outcomes. The significance of feedback in the learning process has consistently been recognized, which has contributed to its widespread use in student learning. However, as this analysis demonstrates, university teachers and students value feedback in different ways despite its overall importance. These differences in valuation stem largely from divergent perceptions and views regarding the purpose and usefulness of feedback. Addressing these differences — particularly by providing students with clearer guidance on how to apply feedback — remains an important challenge for higher education practitioners.

References

Christenson, S. L., Reschly, A. L., & Wylie, C. (2012). Handbook of research on student engagement. New York, NY: Springer.

Rowe, A. (2010, July). The personal dimension in teaching: Why students value feedback. International Journal of Educational Management, 25(4), 343–360.

Spiller, D. (2009, February). Assessment: Feedback to promote student learning. Retrieved from The University of Waikato website:

Stenger, M. (2014, August 6). 5 research-based tips for providing students with meaningful feedback. Retrieved July 31, 2015, from

Tatter, G. (2015, July 11). Study: Feedback doesn't always help students. Retrieved July 31, 2015, from http://tn.chalkbeat.org/2015/06/11/study-feedback-doesnt-always-help-students/