Each student has a different learning style and ability so feedback should be sensitive to this; for example, if a student has a learning disability, it is important to be cautious with feedback and not overly critical so that the student can gain confidence. However, feedback is crucial to such students, who may not know how to improve. If a student with a learning disability receives positive and reassuring feedback but also some constructive advice for future steps, this student would be more likely to want to do well in the coming assignments. An example of a feedback would be taking account the directive being met and how the work connects to the directive. For example, for locating research, the feedback could be: You need to work on adding more depth to your research; there is not enough information outlined in your
Each student has a different learning style and ability so feedback should be sensitive to this; for example, if a student has a learning disability, it is important to be cautious with feedback and not overly critical so that the student can gain confidence. However, feedback is crucial to such students, who may not know how to improve. If a student with a learning disability receives positive and reassuring feedback but also some constructive advice for future steps, this student would be more likely to want to do well in the coming assignments. An example of a feedback would be taking account the directive being met and how the work connects to the directive. For example, for locating research, the feedback could be: You need to work on adding more depth to your research; there is not enough information outlined in your