Sample English Essays on Students’ feedback for inclusive practice

Student feedback is vital for teachers to consider for personal development and career advancements; it is used to obtain information from several students on their tutors’ efficiency. The use of online platforms as a communication tool can be integrated into the classroom, increasing interaction between the teacher and the students. In this study paper, we analyze students’ different methods to provide feedback to their tutors; by giving feedback, students can alter their contemplation and conduct, leading to improved study outcomes. Feedback occurs due to the student’s performance, which transpires due to the interaction between the teacher and the learner.

Peer feedback results from students working together as teams and evaluating each other’s weaknesses and strengths; the feedback may vary in terms of the target information; this is regarding the learner’s expertise and diversities in culture. According to Morss and Murray  (2005 p. 48), students can use online platforms such as Facebook, which most are familiar with, and air their opinions and discuss through private groups. Research shows that recent developments in technology have given rise to the virtual classroom, and therefore feedback by the students is done through comments or via direct streaming.

One of the most common methods of getting feedback from learners is through questionnaires; a teacher drafts a questionnaire and gives the students to fill. The questionnaire may be open, meaning that it addresses the same issue, or closed, addressing specific areas (Brown and Race, 2002 p. 170). Earlier on, questionnaires were mostly filled at the end of the term or semester; however, studies suggest this can be late to initiate corrections, if any. Therefore, questionnaires should be issued at a central time. Student representatives are crucial in connecting the student’s fraternity and the school’s administration body (Kember and McNaught, 2007 p.143). They act as reliable sources of information on matters regarding student affairs. They are influential in the decisions made by different departments and liaise with the other learners on these approaches’ rationale.

Students in a classroom give feedback through comments on different topics or writings on paper; the student may opt to use the standard form of written feedback or electronic means; however, to increase the input’s likelihood, both methods can be combined to increase efficiency. Evaluating the student’s performance is by using evaluation forms; data collected from the records can be used by the tutor to improve weaknesses and identify strengths (Brown and Race, 2002 p. 168). A student committee is relevant to the development of students; it helps develop and comprehend the students’ assumptions.

Focus groups are typically used, whereby a small number of students represent the opinion of the rest. They should be clarified to add dialogues within the meetings and their views regarded as those of an independent group; this can be used to address matters raised through other feedback techniques (Kember and McNaught, 2007 p. 142). Pop-up tests are an informal way of securing learners; this allows a tutor or department to garner information on the early stages of a course and thus focus on the crucial matters when composing the questions.  Other informal methods that may be used for feedback by students include: hand signals, leaving anonymous notes on desks, suggestion box, and holding information seminars (Manwaring, 2008 p.44)

Feedback by students is essential in the tutors’ learning development and assessment; through responses given by the students, tutors have a general overview of the students’ performance. Teachers use the feedback given on inclusive application in improving their teaching services. As a result, the school administration can utilize this information to cater to the students’ and teachers’ needs. The feedback choices vary among students and may either be written format or oral. Therefore teachers should have a vast knowledge of the strategies available for the student’s engagement and success.

 

 

References

Brown S and Race P (2002), Lecturing: a practical guide (London: Kogan) pp. 168-178.

Kember D and McNaught C (2007), Enhancing university teaching (Abingdon: Routledge) pp. 142-143

Manwaring G (2008), Nominal group technique in J Harvey, Evaluation cookbook, (Herriot-Watt University: Learning & Teaching Dissemination Initiative) pp. 44-45

Morss K and Murray R (2005), Teaching at university: a guide for postgraduates and researchers (London: Sage): pp. 48-49