A how-to-guide about sharing the feedback after assessment.

1. eedback

2. ASSESSMENT
 The systematic basis for making inferences
about the learning and development of students.
Erwin, 1991
 It is the process of:
• Defining,
• Selecting
• Designing
• Collecting
• Analyzing
• Interpreting and
• Using information
… to increase students' learning and development.

3. FEEDBACK
 the information given to the learner or teacher
About the learner’s performance relative to learning
goals or outcomes.
 should aim towards improvement in students’ learning.
 can be verbal or written, or can be given through tests or via digital technology
Education Endowment Publication, 2018

4. “When people are trying to learn new skills, they must get some
information that tells them whether or not they are doing the right
thing. Learning in the classroom is no exception. Both the mastery of
content and, more importantly, the mastery of how to think require
trial-and-error learning.”
Prof. J. Pennebaker ,University of Texas at Austin

5. AT THE START OF THE COURSE,
assessment and feedback expectations, standards,
and marking criteria should be clearly
communicated to students.
S. Rhind, 2017

6.  Feedback may be given after the student has shared
his/her answer or thoughts.
 The answer must be acknowledged right away if it
correct or wrong.
A. CLASS DISCUSSION

7. A. CLASS DISCUSSION
 Feedback could be done:
 verbally (“Good answer!”),
 by seeking consensus with the students
(“Class, is your classmate’s answer correct?”)
 by giving rewards for a correct answer

8. B. WRITTEN OUTPUTS
 Feedback may be given a few days after the output
was written
 By focusing on what went well and what can be
improved, feedback can be done:
 by writing comments on the student’s paper or
 if time permits, by having interactive one-on-one
feed backing

9. C. PERFORMANCE TASK
 Focus should be on the performance and/or behavior, not on
the student
 Identify the good points & the parts that needed improvement
 Feedback may be given once the pupil is done with the given
task

10. C. PERFORMANCE TASK
 Feedback could be done:
 verbally (“Good work!”, “You can do better next time”)
 by giving written or sending electronic notes
 by giving rewards for a job well done
 by having interactive one-on-one
feed backing

11. D. SUMMATIVE TESTS
 Feedback may be given a few days or a week
after the student has taken the test

12. D. SUMMATIVE TEST
 Feedback can be done:
 verbally (Commending pupils who did good on the test)
 by giving rewards to those who got a high score
 through group/class feedback when most students
missed a concept.

13. REFERENCES:
Feedback. (2020). Retrieved May 14, 2020, from
https://educationendowmentfoundation.org.uk/pdf/generate/?u=https:/
/educationendowmentfoundation.org.uk/pdf/toolkit/?id=131&t=Teachin
g and Learning Toolkit&e=131&s=
Rhind, S. (2017). Engaged In... Feedback and Assessment. Retrieved May
14, 2020, from
http://www.docs.hss.ed.ac.uk/iad/Learning_teaching/Academic_teaching
/Resources/Student_Engagement/UoE_IADEngage_FeedbackAssess_A5_
V4_WEB.pdf
Erwin, D. (1991). Assessing Student Learning and Development: A Guide
to the Principles, Goals, and Methods of Determining College Outcomes .
San Francisco, California: Jossey-Bass Inc.
Stenger, M. (2014, August 6). 5 Research-Based Tips for Providing Students
with Meaningful Feedback. Retrieved May 14, 2020, from
https://www.edutopia.org/blog/tips-providing-students-meaningful-feedback-
marianne-stenger