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This content is taken from the National STEM Learning Centre's online course, Feedback for Learning: Implementing Formative Assessment. Join the course to learn more.

Judgements, evaluations, feedback: what’s the difference?

We have highlighted that unless information provided to the learner links to learning then it should not be classed as feedback.

We wouldn’t class grades as feedback as they provide only a generic evaluation of performance. Although grades and scores provide some information on the degree to which student performance has met the criteria, they do not explain how or why specific aspects did or did not meet the criteria.

Therefore, in addition to linking to the learning goal, to be classed as feedback, the information generated with the student needs to inform them about the specific qualities in their work, where they can improve, and provide guidance and support on what action/s to take.

Alongside this, in order to better support the learner, feedback generated partway through the learning is more likely to guide improvements than providing it after the task is complete.

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What do you consider to be the main challenge to generating feedback during the learning, rather than after students have completed an activity?

Share one approach you already use to support your learners in improving their work during the learning, and how this benefited your students’ thinking.

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This article is from the free online course:

Feedback for Learning: Implementing Formative Assessment

National STEM Learning Centre