Feedback has not received sufficient attention from researchers in teacher preparation programs. This is evident in teachers' shortcomings in using any feedback style that facilitates the educational process, reinforces information, and increases student achievement in subsequent tasks. This leads to the need to provide teachers with new methods for effective learning.

The process of continuously providing an individual with information or data about their performance helps them modify that performance if it needs adjustment, or reinforces it if it is heading in the right direction. Providing an individual with the necessary data about their performance is a guiding step that increases future effectiveness.

Psychologists assume that feedback has properties that enhance reinforcement, motivation, and guidance for students, and its functional role is attributed to these properties. Behaviorists see the reinforcing property as a central axis in its functional role. Skinner supported this importance by focusing on immediate feedback, subsequently using computers in self-learning. As for its guiding role, it shows the learner what they have mastered, which they then affirm, and what they have mistaken, which they then correct, thereby increasing their focus and attention on their areas of weakness.

By addressing these shortcomings, feedback helps the student repeat behaviors that have led to desirable outcomes. Providing feedback after an incorrect response is more crucial than confirming a correct one. In the case of a correct response, the learner is not required to change their response structure. However, with an incorrect response, the individual faces two tasks: first, to eliminate the wrong response, and second, to replace it with the correct one. The individual then deletes the error and substitutes it with the right answer, thus preserving the cognitive structure.

As for the types and forms of feedback, they are numerous. It can be as simple as "yes" or "no" (informational), or more in-depth by providing corrective information. It may also be of a type that adds new information (explanatory), and all of the above can be followed by praise (reinforcing). The process can deepen and expand to resemble the teaching process itself, thus moving beyond being merely an informational or corrective operation. These types can be used for various outcomes without being specific to a particular subject.

Providing appropriate feedback at the right time enhances the learner's ability to learn, solve problems, and make decisions. Here, we note that the previously prevailing belief that immediate feedback yields the best results has been challenged; some studies have found no difference between giving immediate feedback or delayed feedback. The Priel & Bell study demonstrated the superiority of delayed feedback over immediate feedback, especially for long-term retention.

Feedback can be delivered verbally or in writing through computers, closed-circuit television, or video. Before concluding, we point to the relationship between assessment and feedback. Assessment is an "organized process that includes the systematic collection of information for the purpose of making a judgment of value" (decision-making). Assessment can be a form of feedback called formative assessment, which aims to provide ongoing information. This is crucial in the educational process, especially for the learner, as this assessment provides both teacher and student with feedback on successes and failures, allowing the student to improve performance and the teacher to adjust plans.

• Weight: 0.5 kg
• Dimensions: 17 × 24 cm
• ISBN: 978-9957-12-101-3