Type of Feedback

Introduction

This reflective article on designing a formative assessment has enabled me to analyze the feedback that promotes my students' learning and strengthens their capacity to self-regulate their performance. In examining the outcomes of descriptive and evaluative feedback to my students, I will discuss the efficacy of my feedback as a significant component of a formative assessment in one of the lessons I have conducted in my class (NESA, n.d.).

Type of feedback

As an integral part of teaching, learning, and formative assessment, teacher feedback communicates the learning intentions and success criteria foundational to students' development and achievement (RIDE, n.d.). Feedback can simplify, clarify, explain, and resolve syllabus outcomes and content issues to improve learning. Feedback can also correct students' misconceptions and misunderstandings in enhancing knowledge and skills and engaging in meaningful learning. The two essential and significant types of feedback are descriptive and evaluative. Descriptive feedback offers explanations of the actions taken by the students. It prompts or suggests better ways of doing something or informs the students that what has been done aligns with the learning intention. Evaluative feedback tends to come after the formative assessment and might affect students' sense of themselves and their peers. It does not offer constructive suggestions for improvement and should be avoided as it might affect student self-esteem. Feedback must address students' quality of work rather than their behaviour so that students can take the initiative to correct their actions. Feedback should encourage and support student's learning on time to consistently produce corrective actions by the students (Teacher Solutions, 2016).

Promotes students' learning and self-regulation.

In one of my lesson topics on corporate social responsibility, I use oral feedback to question what students think about social and financial performance. I asked them which comes first. There were several answers to the question. Later, I showed them a video on the social responsibility of business by Professor Alex Edmans, whose response suggests that social and financial performance can exist together. Professor Edmans cited that "to reach the land of profit, an organization must travel the road of purpose" (TedxTalks, 2015).

I observed that by questioning and getting the whole class to participate, a reasonable consensus offered evidence for meeting the lesson's learning outcome. The discussion informs me that my students are more aware of how profits can be generated through employee well-being as a social purpose. My students could monitor their learning and adapt to the feedback they received through self-reflection and self-regulation as they analyzed their reasoning critically (Manitoba, 2006, p. 13).

Student's capacity

In the same lesson, another discussion on how businesses can be part of the solutions to our environmental crisis. Students were given feedback to collaborate in pairs to discuss the topic. I use the "Think-Pair-Share" technique to promote and enhance students' learning through dialogues and discourses. I facilitate and observe how students brainstorm and debate the environmental, social, and economic forces impacting businesses. Peer collaboration using internet search, prior learning, and creative ideas increase students' capacity for learning. Students were able to evaluate the environmental, social, and governance ratings and green innovation by reading an investigation in an article on the effect of Environmental, Social, and Governance rating events on corporate green innovation in China (Tan & Zhu, 2022). I reinforce students' learning by using written feedback on the whiteboard to illustrate the concept and idea of environmental, social, and governance issues to affirm my students' collaborative work with their peers consciously.

Conclusion

As I provided oral and written feedback and advice on improving students' learning, I realized that students are more receptive to learning. They can expand their repertoire of knowledge and skills as they notice that their peers are also interested in the topics discussed. I often weaved in several personal applications with my past experiences to narrate a memorable story so that the feedback was authentic and meaningful (NESA, n.d.).

References

Manitoba. (2006). Rethinking classroom assessment with purpose: assessment for learning, assessment as learning, assessment of learning. Winnipeg, Manitoba: Manitoba Education, Citizenship and Youth. Retrieved from https://www.edu.gov.mb.ca/k12/assess/wncp/full_doc.pdf

NESA. (n.d.). Assessment for, as, of learning. Sydney: NSW Education Standards Authority. Retrieved from https://syllabus.nesa.nsw.edu.au/support-materials/assessment-for-as-and-of-learning/

RIDE. (n.d.). Guidance for developing and selecting quality assessments in the elementary classroom, a part of the assessment toolkit. Rhode Island: Rhode Island Department of Education and the National Center for the Improvement of Educational Assessment. Retrieved from https://www.ride.ri.gov/Portals/0/Uploads/Documents/Teachers-and-Administrators-Excellent-Educators/Educator-Evaluation/Online-Modules/Quality-Assessments-Elementary.pdf

Tan, Y., & Zhu, Z. (2022). The effect of ESG rating events on corporate green innovation in China: The mediating role of financial constraints and managers' environmental awareness. Technology in Society, 68, 1-13. Retrieved from file:///F:/UoPeople%20-%20MED/EDUC%205440/EDUC%205440%20Unit%205/The%20effect%20of%20ESG%20rating%20events%20on%20corporate%20green%20innovation%20in%20China%202022.pdf

TedxTalks. (9 July 2015). The social responsibility of business | Alex Edmans | TEDxLondonBusinessSchool. Retrieved from [YouTube]: https://youtu.be/Z5KZhm19EO0