Feedback in the assessment is very important. Its purpose is to encourage and help students to learn better. There are many ways of feedback like written assignments, oral homework, quiz, performance and so on. Feedback can be both assignment reviews, modification, symbols, annotations, interview with the individual or give comments to all the students.
During the classroom activities, teachers carefully observed and record every student’s performance. After activities teachers immediately gave feedback to students, such as pointing out students’ strengths and deficiencies in the performance and gave them instructions on how to do it well next time. The teacher also had an individual dialogue with students to better understand the students. No matter what formative assessment is undertaken, teachers’ feedback must be objective and fair, because if the formative assessment doesn’t deal well, it will not produce good results. For example, to encourage the students, no matter how students perform, some teachers always say to students “very good,” or “good.” If students find no matter how they perform, they will easily get praise. This will be very hard to move students to a higher goal.
Therefore, although praise is very important, it must be based on students’ true progress. Students need to know where they do well so that they can progress faster. Feedback also helps students have self-assessment. Richard Sober (2009) stressed self and peer assessment could make students reflect on their contribution to the team and also voice their opinions on their co-workers and it is essential they have confidence that a sense of fairness will prevail in the marking process.
Richard G. Sober. (2009). Team working and Peer Assessment: The assessment process as an aid to effective learning in creative group project work. The Higher Education Academy http://www.adm.heacademy.ac.uk/resources/case-studies/teamworking-and-peer-assessment-the-assessment- (accessed 20\2\2010) st Table 3;\lsd
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