Feedback

Answer

Feedback is an essential component of an effective communication process. In this situation, the Lecturer sent the feedback on my performance to motivate me and offer recommendations on areas I should improve to enhance my knowledge acquisition. This paper analyses my experience regarding the Lecturer’s feedback using the Gibbs reflective model as well as various approaches to feedback.

            Gibbs reflective model is a six-stage model of reflection developed by Professor Graham Gibbs to help people learn from situations they experience so that they understand the thing they handled well and those they could manage better in the future (Mindtools, 2017). The model is presented as shown below.

Source: Mind Tools Content Team

Experience Evaluation

            Even though I felt delighted about the feedback, I did not feel that my problem had been solved. Despite my extended period of non-academic involvement, I scored a good grade in the module. However, the lecturer analyzed how I answered each question and highlighted my strengths and weaknesses. She indicated what I did not do well and included recommendations to help me improve how I represent my answers. Things went pretty well, but I was still nervous about the whole process and how to implement the recommendations and improve my academic performance. I approached a colleague who had been through the same experience. After hearing his story, I felt much more optimistic. I realized that everyone feels some doubts about their performance after a long period of non-academic involvement. The same view is depicted by Walters (2019) that extended academic absenteeism by students leads to unlearned course material and intern affects their general confidence. This made it clear to me that I could successfully implement the lecturer’s recommendations a better outcome.  

Experience Analysis

            My doubtfulness during the period was caused by the fact that had been out of school for so long and I had not seen two of the three questions presented.  I was also stressed because I was not sure whether I had done my best. However, when the feedback came, I was excited I scored a good grade. According to the feedback theory, the instructor’s response informs students about their performance and why the performances are considered poor, average or excellent. Thus the feedback must be constructive to enable student development. Constructive feedback can either be formative or summative. I this situation, the feedback from the lecturer was formative. Formative feedback is offered when the recipient may improve or correct their performance and is usually given before the summative assessment (Schute 2008). The lecturer identified things I did right and those I did not handle well. She also outlined my weaknesses and offered recommendations to help me work on them. Thus the feedback was meant to help me improve my performance (Hattie and Timperley 2007). The theory also highlights that feedback should entail actionable guidance. The feedback, in this case, was actionable because the lecturer provided some recommendations that I was to act on to improve my knowledge, skills and how I responded to questions.

Conclusions/ Alternative Actions

            In reconsideration, I would have done some things differently. Firstly, after the exam announcement, I should have consulted with the lecturer or other students about the module content covered and those carried over from other classes so that I improve my chances of familiarity with the exam questions. Secondly, I should have been contented with my efforts after the exams and waited on the instructor’s feedback instead of unnecessary tension and nervousness. Effective feedback focuses on the methods used to complete tasks as well as the observed behavior (Brookhart 2008). Therefore, in this situation, I should have been calm and waited for the response and act upon it. Lastly, before rejoining school after 20 years, I should have asked for help from relevant sources to help with my psychological status. This would have eliminated my doubts and anxieties regarding the performance. Nevertheless, the experience enabled me to appreciate the importance of building friendships and networks in the institution. According to Brock (2010), associations in the leaning institutions play a significant role in the success or failure of a student.     

Action Plans

            In the future, I intend to develop a network of useful friendships with within the class to ensure that I can give or get academic help whenever the need arises. My colleagues are friendly enough, and maybe, if I had sought information, I would have been familiar with all the questions in the exams. I also aim to fully implement the recommendations made by the lecturer so that I address my weaknesses. To make this work, I plan to do daily exercises and submit them for marking so that I can track my performance in regards to how I answer the questions. Lastly, I will not skip any class. Skipping classes may make me miss other course materials and experience the same problem of strange questions during exam time.