Feedback in the New Normal Education

As schools worldwide close due to the coronavirus (COVID-19) pandemic (and

many have prolonged closures for the duration of the school year), students, educators,

and parents are adjusting to the "new reality" for the foreseeable future. Many schools

are putting in place their distance learning contingency plans (some of which were just

developed) and connecting students and teachers via online platforms and resources.

National and local governments are collaborating with broadcasting service providers to

produce instructional information on television and radio during specific times. Teachers

and parents have had to swiftly adapt to teaching in this new environment in order to

ensure that pupils participate in learning under these unexpected circumstances. Prior

to the COVID-19 crisis, all modes of learning assessment relied heavily on students'

physical presence — whether for administration or for assessing the learners' daily

progress. Due to current school closures, different techniques to fulfilling the essential

feedback function of learning evaluation are required.

Any response to a student's performance or behavior is considered feedback. It

can be oral, written, or gestural. The goal of feedback in the assessment and learning

process is to enhance a student's performance, not to degrade it. The process of giving

or providing feedback is critical today, considering the pandemic we are experiencing

today.The mental health and feeling of the learners should be one of the top priorities. .

Giving negative feedback can demotivate students' effort and achievement. Educators

have a distinct responsibility to nurture a student's learning and provide feedback in

such a way that the students do not feel offended ,

 Feedback is intended to improve the performance and accomplishment of

students. Feedback can be provided by either the practitioner or by peers. It may be

official or informal. It can be oral or written, formative or summative, but it must provide

precise suggestions to the learner on how to improve their performance. The feedback

process begins with the professional and learner identifying the learning intents (or

goals) for the activities they are conducting, as well as the success criteria by which

they will evaluate the amount of achievement to be demonstrated by learners. This

allows the students to assess their success in terms of both mastery of the assigned

task and the processes involved. It also aids students in establishing distinct goals for

the future.

Giving students feedback entails explaining what they are doing correctly and

incorrectly, with the emphasis on what the students are doing correctly. It is most

beneficial to a student's learning when they are given an explanation of what is correct

and incorrect about their work. One technique is to guide your feedback with the

concept of a "feedback sandwich": compliment, correct, compliment. Feedback on

learning tasks should also be delivered on a regular basis and as soon as practicable

following completion. Written, detailed comments must be in a language that the

learners understand and should refer back to the initial discussion of learning goals and

success criteria. Effective feedback gives precise advice on how to improve learning

outcomes and allows the learner to consider the learning involved in the task rather than

just the action of completing the assignment.

Feedback can take many forms (comments, redirection, encouragement, vital

information), but it's only useful if we know it's being received—if it's helping our
students reach both our and their goals. Good feedback is based on interacting with our

learners rather than at them.Good feedback is also clear and succinct; to be helpful, it

should never leave children guessing where they are, where they are going, or how they

will arrive to the learning outcome. This necessitates that we, as educators, have a clear

knowledge of the goal we want learners to achieve and how they will achieve it.

Feedback on formal tasks that consists solely of marks or grades, or remarks that

analyze the level of achievement and imply that the learning process is complete,

should be avoided. This can make it difficult for the learner to completely consider and

act on the input. Providing several forms of feedback, such as comments, questions,

and debate, on a regular basis during learning promotes engagement and incentive to

achieve.

When student feedback is given immediately after demonstrating proof of

learning, the student responds and remembers the experience more positively about

what is being learned. If we wait too long to provide feedback, the student may not

associate it with the learning moment.

When providing student feedback, it is critical that we consider each individual.

Some students must be pushed to achieve at a higher level, while others must be

handled gently so that learning is not discouraged and self-esteem is not harmed.

Inform your students about the purpose of an assessment and/or student

feedback. Show students what you're looking for by showing them an example of an A+

paper. Show an example of a C- paper. This is especially important at the higher levels

of learning.
 If we think that feedback may be a powerful tool in the learning process, we must

first identify where students are and where they need to go. Before we can bring kids to

where we want them to be, we must first clearly define where we want them to be and

understand where each student is in relation to the daily target. Understanding this

enables us to develop a systematic strategy to ensuring that we know what we want

students to know and be able to do—as well as a systematic approach to injecting

feedback into instruction at many points. A systematic approach to learning should

result in immediate, authentic, and consistent feedback. Learners should not have to

wait until they receive a failing grade to receive confirmation that they are struggling with

a topic; they should receive it as soon as we see evidence of it so that we can correct,

support, and redirect students down the road of learning. We shouldn't be surprised by

how our learners perform on an assessment if we use feedback in a timely and

consistent manner—and they shouldn't be either. Constant, encouraging feedback is

essential for ensuring that students understand where they are, what they need, and

where they are heading in the learning process, not just for transparency but also so

that they can build ownership in the learning process themselves.