La retroalimentación como estrategia para mejorar el aprendizaje: Una revisión documental

Feedback by discovery or reflection: An opportunity to generate learning

Abstract

The objective is to analyze research on feedback as a strategy to improve learning. For this, a qualitative investigation, bibliographic review, documentary design was applied. Eight articles from the Scopus, Science Direct and Scielo databases were selected and analyzed. Among the main findings, it was found that feedback is an interactive process based on the information provided by the evaluation of the apprentice's activity or task, impregnated by critical reflection. In total, 30 documents related to feedback were analyzed. It is concluded that feedback is a relevant factor in learning achievement since it allows teacher-student interaction that provides information to reduce the gap between current and desired performance levels through critical and constructive reflection and formulation of questions and cross-questions to verify if the student understands the explanation and is assimilating the knowledge.

 Keywords: critical reflection, constructive reflection, contextualization