| The philosophical perspective |
Aassumptions |
Learning View |
Nature of feedback |
| Objectivism- the reliable cognizance of the existing world |
-reality is formed by entities;-entities, their properties and their interrelation create the surrounding world;-cognitive functions related to creating these entities’ representations and learning, imply correct representation. |
The behaviorism and the informational processing;The existence of those three types of learning: responsible learning, the operant conditioning one and observational learning |
Feedback represents an external response which contains symbols that match with the external entity;Feedback strengthens the actual representation, or it corrects certain misinterpretations of the external entities, by providing relevant information. |
| Constructivism: each student constructs his/ her own reality through the interpretation of external world experiences |
-reality is an interpretation based on personal experiences;-learning takes place through the creation of a personal meaning or through cognitive activities, when a student tries to offer a meaning to life. |
Self-regulated learning |
Feedback helps students in the knowledge construction process depending on a certain context or content.Feedback is used to build reflection, through connection with past experiences, mental structures and student beliefs. |
| Socioculturalism: knowledge development is shared. |
-reality exists through the student and through the society’s influence and the student-society relation.-learning involves the social negotiation of the meaning. |
Zone of proximal development (Vygotsky, 1986) |
Feedback is a social negotiation through adequate and significant usage of language;Feedback implies a mutual communication process of the meaning’s constructions.Feedback quality depends on the interaction process between colleagues and it doesn’t only depend on the person that gives the feedback. |
| Visible learning and teaching:creative knowledge development is based on the development of certain learning strategies used to adjust comprehension. |
-knowledge development is an individual, shared, and interactive process;-reality exists due to the assessment criteria’s development such as: truthfulness, worthwhileness or integrity of the student experiences. |
The feedback classification proposed by Hattie and Timperley (2007). |
Feedback involves an explicit discourse, consciously focused on assimilation, familiarization and evaluation.Feedback quality depends on the changes of the learning strategies and the teaching strategies of the teachers, students and colleagues having the purpose of achieving the objectives related to learning. |
