UMPAN BALIK DALAM

PEMBELAJARAN
dr. Tezar Samekto Darungan, MMedEd
Medical Education Unit
Fakultas Kedokteran
Universitas Islam Sumatera Utara
  Have you ever been receiving feedback from your previous
encounter of learning environments ??
 Who gave you feedback?
Reflection  What kind of feedback, do you ever received?
questions ??  Is it orally told, or being written?
 Do you like being feedback-ed?
 Or don’t you like feedback?
 Information of students’ performances

From a spesific activity (tasks)

FEEDBACK Two-ways communication and non judgemental

Only just from teacher to students?

Two ways communciation??
  Mistakes go uncorrected, misguided
 Good performance is not reinforced, loss of positive feelings
WITHOUT  Students less motivated

FEEDBACK :  Teachers are not evaluated

 Less commitment of faculty/university
 Self –Regulated Learning is an active, constructive and goal-
directed process where learners monitor, regulate and control
their cognition, motivation, emotions and behaviour, guided
and constrained by their goals and the contextual fetures in
the environment
FEEDBACK AND
SELF-
REGULATED
LEARNING
 THE REALITY/ THE THE GAP IS GOALS/THE
NEEDED TO CLOSE
FEEDBACK RIGHT NOW EXPECTATION

PURPOSE
LEVELS OF
FEEDBACK
 Most common
Corrective feedback

How well is the task is

accomplished
For faulty interpretation,
TASK LEVEL not lack of information
for both indiviual
OF FEEDBACK or groups

Aimed to move students to

processing and regulation
PROCESS
LEVEL OF
FEEDBACK
 INTERPLAY BETWEEN COMMITMENT, CONTROL AND CONFIDENCE

The way students monitor, direct and self- Action planned to goals, seeking,
regulate action toward learning goal accepting and accomodating feedback

SELF-
REGULATION Capability to create internal feedback and self assess

LEVEL OF Willingness to invest effort into seeking

and dealing for feedback
The degree of certainty or confidence in
the correctness of response
FEEDBACK

The attribution about success or failure

Levels of profiency at seeking help

SELF AS A
PERSON
LEVEL OF
FEEDBACK
PRINCIPLE OF
FEEDBACK
MODELS OF
FEEDBACK

SANDWICH
MODELS
MODELS OF
FEEDBACK

SET-GO
MODELS
MODELS OF
FEEDBACK

TELL MODEL
MODELS OF
FEEDBACK

PENDLETON’S
RULES
 Learners reflect and acknowledge areas need help with

MODELS OF Task/goals that need to be achieved identified

FEEDBACK
Learners and facilitators suggest skills to achieve outcomes

ALOBA Rehearsal of skills used to achieve outcomes

MODEL Facilitator summarizes skills to achieve outcomes

TO GET BEST
OF FEEDBACK
THANK YOU
AND GET USED TO
FEEDBACK, EITHER
GIVING OR RECEIVING
THEM