Having explained about “what” and “importance” of assessment and feedback in the previous post, here I will try to share the challenges that I observed and experienced in the implementation of formative (formative and summative together).
If one understands and appreciate the importance of assessment and feedback, the demanding activities in their implementation shouldn’t bother. In fact, these activities (Identifying, developing, applying, monitoring, observing, recording, reporting, showing/giving feedback) are collectively considered as one of the reasons for the teachers not to apply formative assessments effectively. I also put the following factors:
- From students’ Perspective: as a student, it is common to think about completing the courses/programs with good grade. In fact, that is appreciated. However, I remember friend who came to class for mid and final exams only, and scored the best grade. Thus, formative assessments from different courses/modules considered to increase work load. Students don’t know “why” of assessment and don’t have good attitude toward formative assessment.
- From teachers’ perspective: It is much easier to apply what we have experienced and passed through in life. For example, except in the education faculty/departments in which I learned and have been learning, I haven’t observed and experienced people talking/concerned about assessments/feedback. Having passed through traditional way of assessment where assessment was for grading (Summative), most teachers still prefer to do the same. At home universities, the authority decided to give short training about active learning method and assessment for teachers (which I certified for three of them J ). But, one should appreciate and shows attitude change to get into action. Thus, formative evaluation was rarely implemented (though there was a change towards implementation of continuous assessment).
- School Perspective: resources, class size, following up the rules and regulations of the school and encouragement could be factors from school side.
Feed back
Assessment and feedback may not be separable. When assessing; students, teachers, parents and the organization can get a positive/negative feedback. The feedback thus used for decision making. That can be: revision, amendment, extension of study, repeating, recognition…To be effective, feedback should be:
- Timely
- Specific
- Based on criteria (comprehensive and good quality).
Effective feedback can drive students learning. While assessment provides feedback to students about their weakness and strength, it helps the teacher for grading, to review teaching methods, assessment methods and resources.
Personal experience at Vocational School
Since the beginning of the program, there has been individual and group works. Every activity that has been done in groups and what we have learned from other groups should have to be written on individual blogs. Files should be archived. There has been a feedback given by all tutors after the all groups presented their presentation. The feedbacks that were given are:
- Generally, to all groups. There are times when I said “Is it to our group?” 🙂
- Generally, to individual. There are times when I said “Is it to me?” 🙂
The feedbacks were very constructive and useful. Is there any pitfall to give feedbacks specifically to a group/s or individual?
At the beginning of this VOC module, the phase of students in writing blogs were different. Could this affect timing of feedback? (Would individual feedback be necessarily be given at/nearly the same period for all students). It is true that; while too early feedback may disrupt the reflection of process, providing at the end cannot benefit the student.
So, successful feedback is important to:
- Motivate students
- Develop confidence
- Make corrections
- To know/identify strength and weakness.
I would conclude my writing asking the following question:
? When would be the right time to start giving a feedback?
Competences not graduates 