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Feedback has two main distinguishable components: assessment and correction.

In assessment, the learner is simply informed how well or badly he or she has performance.

In correction, some specific information is provided on aspects of the learner´s performance.

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Feedback is information that is given to the learner about his or her performance of a learning task, usually with the objective of improving this performance. 

“Yes, right”                       “comments written in the margin of an essay”

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Feedback is information that is given to the learner about his or her performance of a learning task, usually with the objective of improving this performance. 

“Yes, right”                       “comments written in the margin of an essay”

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It is possible to give assessment without correcting but it is impossible to comment on what is right or wrong in what a learner has done without conveying some kind of assessment.

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The provission of assessment: different opinions.

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The provission of assessment: different opinions.

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These are based on
different theories of language learning or methodologies by McLaughlin (1987) and Richards and Rodgers (1986).

AUDIO-LINGUISM.
HUMANISTIC METHODOLOGIES
SKILL THEORY.

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Negative assessment is avoided since it may inhibite or discourage learning.

Positive assessment provides reinforcement of correct responses, and promotes learning.

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The function of the feedback is to preserve and promote a positive

self-image of the learner as a person and language learner. It should be positive or non-judgemental.

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For successful acquisition of a skill. the learner needs feedback on how well he or
she is doing.

It is important the provision of constant and honest
assessment (Johnson, 1995).