Using ICT-enabled feedback to improve student learning in secondary Literature review

Using ICT-enabled feedback to improve disciple learning in secondary drills in New Zealand - Literature review ExampleWhat is Feedback? Feedback is often described as a systematic dialogue in the midst of teachers and students. A proper feedback can help both to assess their strategies.To be more precise,for students it is a method acting to ascertain the effectiveness of their learning strategies. On the other hand, for teachers, it is a method to assess the problems faced by students. As a result, the teachers are able to adapt more student fri containly teaching methods A carefully designed classroom lesson attracts more attention from students (Black and William, 1998, pp. 139-148). In umteen literatures the description coined by Ramprasad (1983, p. 4) Feedback is information about the gap between the actual train and the reference level of a system parameter which is employ to alter the gap in some way is used to define feedback. However, many scholars are of the opinion that such definitions of feedback, hold backs it a complete responsibility of the teachers. On the other hand, an effective feedback requires both the teachers as well as the students to give their serious effort. (Black and William, 1998, pp. 139-148) In 2006 Boston Consultancy base (BCG), conducted a eyeshot in the primary school of Bellfield in Victoria, Australia. The survey clearly indicated that Feedback in school level balances positive aspects of teaching with room for future improvement. The survey also showed that feedback encourages teachers to build up their confidence. The survey further showed that constructive and properly tailored feedback help teachers to formulate new methodologies to improve learning in their class... The teachers must gain the students confidence. A feedback, which is very critical by nature, can make students feel incompetent. In feedback, teachers need to highlight the achievements of the students in a realistic yet positive manner. By provi ding students non-judgmental feedback, the teachers can be get it on their mentor. The greatest fear that students have is the fear of being wrong, and it is the responsibility of teachers to encourage them to come out of their inhibition. (Gager and Berliner, 1991 p. 143, 349) Feedback can be categorized into two category, namely Formative and Summative perspicacity. Formative assessment involves regular feedback throughout the academic year. On the other hand, summative feedback is the assessment done at the end of the academic term. Formative assessment In case of formative assessment, the approach is a combination of statuesque and informal processes applied by students and teachers for improving the learning experience. Formative assessment done by teachers generally focus on the following points (Heritage and Stigler, 2010, p. 56) The direction in which the student is heading, i.e. the strategy the student is following. The current stir of the student The direction the stu dent must take next to make further improvements The priority in formative assessment is to set the learning goals along with the success criteria for each lesson. The feedback help teachers to shape up their curriculum in such a way that the students are able to close the gap between his or her current learning ability and the goal they have set for themselves. The teachers must be assured of certain factors, when they formulate their formative assessment strategies. There are certain factors, which must be