10 Principles of Assessment
Students must be provided with ongoing feedback that is clear, specific, and timely to support their progress towards achieving learning goals.
The whole purpose of feedback is to increase the extent to which students are owners of their own learning.
The power of formative feedback lies in its double barreled approach, addressing both cognitive and motivational factors at the same time. Good feedback gives students information they need so they can understand where they are in their learning and what to do next.
Research has shown that feedback has a more positive impact on student learning when it is focused on features of the learning task (not the learner). The impact of feedback on student achievement also depends greatly on the type, delivery, and timing of the feedback.
Feedback can be used to allow students to show improvements in their learning. By allowing students multiple opportunities to demonstrate their learning, students will be more actively engaged in their learning. When a teacher allows students to replace old assignments with new ones, it shows the teachers that learning has in fact taken place and that students care about their learning.
Quality feedback is most beneficial to learning when it is descriptive and focused and is directly connected to what students are learning. It differs from evaluative feedback (49%, C+, Level B, etc.); praise (“good work”); and obscure criticism (“more effort needed, details”) by providing students with specific information about what they are doing well and what they can do next to improve their learning/performance.
Feedback should be the recipe for learning – to be considered as signposts and directions along the way, helping students become more autonomous in their own development
- causes thinking
- is timely
- provides students with detailed and specific information about their learning and the desired goals for improvement
- points out the strengths and weaknesses of the work
- occurs during learning, while students can still improve
- addresses partial understanding
- does not do the thinking for students
- limits corrective information to the amount of advice the student can act on