A study on the efficiency of feedback in the learning process

Feedback is acknowledged as an important element in the process of didactic communication as it adjusts and, obviously, ensures efficient conditions of the learning process. Specialists state that its presence in didactic communication leads to the increase of the efficiency of the message /of the learning act, it provides a secure climate for both teacher (who knows how his/her message is received) and students (who can control their act of learning based on the reference frame provided by the teacher), it improves the interpersonal relationships among those involved in the didactic act. Its absence reduces learning to an inefficient, frustrating process for both partners in education. Feedback can be analysed from both directions: feedback given by the student to the teacher and feedback provided by the teacher for the student. It is important for the students to receive information about the quality of their learning tasks. Its lack will make them feel insecure, unsatisfied and unmotivated. Under the circumstances teacher's feedback is a stimulus for the students to keep on engaging in the various learning and intercommunication situations. Our study focuses on the constructive feedback student receives from the teacher. Based on specialised literature we have selected and described a series of items that indicate, in different degrees, the efficiency of feedback given to the student. The results of the research may be of interest for the optimization of the didactic communication in the learning process.