7.1 Preventing management problems by focusing students on learning  (Page 9/10)

The principle of timely feedback is consistent, incidentally, with a central principle of operant conditioning discussed in [link] : reinforcement works best when it follows a to-be-learned operant behavior closely (Skinner, 1957). In this case a teacher’s feedback serves as a form of reinforcement. The analogy is easiest to understand when the feedback takes the form of praise; in operant conditioning terms, the reinforcing praise then functions like a “reward”. When feedback is negative, it functions as an “aversive stimulus” (in operant terms), shutting down the behavior criticized. At other times, though, criticism can also function as an unintended reinforcement. This happens, for example, if a student experiences criticism as a reduction in isolation and therefore as in increase in his importance in the class—a relatively desirable change. So the inappropriate behavior continues, or even increases, contrary to the teacher's intentions. [link] diagrams this sequence of events.

Maintaining accurate records

Although timeliness in responding to students can sometimes happen naturally during class, there are also situations where promptness depends on having organized key information ahead of time. Obvious examples are the scores, marks, and grades returned to students for their work. A short quiz (such as a weekly spelling test) may be possible to return quite soon after the quiz—sometimes you or even the students themselves can mark it during class. More often, though, assignments and tests require longer processing times: you have to read, score, or add comments to each paper individually. Excessive time to evaluate students' work can reduce the usefulness of a teacher’s evaluations to students when she finally does return the work (Black, et al., 2004). During the days or weeks waiting for a test or assignment to be returned, students are left without information about the quality or nature of their performance; at the extreme they may even have to complete another test or do another assignment before getting information about an earlier one. (Perhaps you yourself have experienced this particular problem!)

Delays in providing feedback about academic performance can never be eliminated entirely, but they can be reduced by keeping accurate, well-organized records of students’ work. A number of computer programs are available to help with this challenge; if your school does not already have one in use, then there are several downloadable either free or at low cost from the Internet (e.g.< (External Link) >). Describing these is beyond the scope of this book. For now we simply emphasize that grading systems benefit students’ learning the most when they provide feedback as quickly and frequently as possible (McMillan, 2001), precisely the reason why accurate, well-organized record-keeping is important to keep.