Feedback is the response of the receiver’s observation. Thus, feedback is the amount of response the sender receives from the receiver of the one’s work. In my experience, response is an important aspect which shows the progress of one’s work. Feedback helps me understand the studies that I am doing well and also helps me identify the areas that I need to improve. Therefore, it enables me to evaluate my work. Feedback is the only way that the instructor communicates to me about the progress of the research and study. In the past, feedback has helped me improve on my work. For instance, the instructor has noted that I have improved my writing skills as the course progresses. I like to deal with positive and negative feedback in equal measures since it helps in a deeper understanding of the course study.
I have disagreed with the responses before. Sometimes, criticism feedback is hard to agree with. Thus, being receptive doesn’t always mean accepting the results. However, I have asked questions to understand the feedback. Asking additional questions helps in clarifying the responses. This strategy helps you not to shut down the receiver’s message. Therefore, asking further questions ensures that you have a grasp of the idea the receiver is proposing.
Reflection
I have come to understand that feedback is interactions that a study uses to improve his or her work. I have improved my course understanding and my study through the feedback I have received. Therefore, feedback has helped in developing new approaches and writing skills. This has helped me achieve the course objectives. Also, the instructor’s messages have helped me improve my skills and a better understanding of the course.
References
Franklin, G. F., Powell, J. D., Emami-Naeini, A., & Powell, J. D. (1994). Feedback control of dynamic systems (Vol. 3). Reading, MA: Addison-Wesley.
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of educational research, 77(1), 81-112.
Wiggins, G. (2012). Seven keys to effective feedback. Feedback, 70(1), 10-16
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