Cognitive areas of the region related aspects of intellectual or thinking / reasoning consists of:

1. Knowledge (knowledge)

Knowledge is the cognitive aspect of the lowest but the most basic. With the knowledge of individuals can recognize and recall an object, the idea of procedures, concepts, definitions, names, events, years, lists, formulas, theories, or conclusions.

Viewed from a known object (content) knowledge can be classified as follows:
1. Knowing something in particular:
• Knowing the terminology that is associated with known or recall a particular term or concept expressed in the form of symbols, both verbal and non-form verbal.
• Know specific facts that identify or recall dates, events, and people places, sources of information, past events, a particular culture, and the features that appear from a certain natural conditions.

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Behavior, Cognitife Beahvior, Education, Education Method, Individual Regions, Taxonomy

The term “evidence” here refers to information or facts about the performance goals related to learning, especially about the extent of learning objectives have been achieved and how far the learning objectives were not achieved.

Grant Wiggin suggests that feedback is not about giving praise or blame, approval or disapproval, but as an effort to provide value or meaning. Feedback is essentially neutral to describe what has been done and not done students. In addition, that feedback must be objective, descriptive and delivered at the right time when the purpose of learning is still fresh in the minds of students.

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Education, Education Method, Learning Method, Learning Style, Present Position

Feedback is a process in which the class has been the main attraction for researchers learning practices since the 1970s until now. Consistently, researchers have found evidence that when teachers are able to use the feedback procedures were effective to enhance students’ learning achievement. In fact, the results of studies conducted Bellon, Bellon, and Blank indicates that compared with many other teaching behaviors, providing academic feedback was more correlated with students’ learning achievement. With regardless of class, socioeconomic status, race, or state schools tend to be consistent correlation. When the feedback and corrective procedures are used appropriately most of the students were able to improve learning achievement well above 20%.

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Education, Education Method, Effective Feedback, Learning Style, Students