PROVIDING CONSTRUCTIVE, DESCRIPTIVE, AND DATED FEEDBACK, RELATED TO THE STUDENT'S SPECIFIC ACTIVITY

ZENUNI-IDRIZI, Valdeta (2025) PROVIDING CONSTRUCTIVE, DESCRIPTIVE, AND DATED FEEDBACK, RELATED TO THE STUDENT'S SPECIFIC ACTIVITY. EDUCATION Journal of Educational Research, 7 (13-14). pp. 170-176. ISSN 2671 - 3276

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Abstract

A critical moment during the assessment of student achievements is feedback information. In the whole process of teaching that follows the evaluation of that work, which turns out to be as complicated as it is sensitive, there is a way that facilitates this and gives a new approach to assessment in contemporary teaching. Precise feedback information is a formative assessment strategy used by the teacher to inform the students what they did well or what they should do to work better. It also includes mechanisms that allow students to know if they are on the right track, and as such, they provide feedback on the results of a process or activity. Providing feedback is so important to student learning. Moreover, being strategic about how the teacher does it can help students in different ways and aspects. How feedback information is given is a great help for the student to overcome the problems he faces during learning. Constructive, descriptive, and detailed feedback about concrete student activity is a key component in the process of effective teaching and student development. This affects the student to raise his level of knowledge and deliver desirable results. Therefore, the purpose of the research has been to prove how much importance is given to feedback information and how much teachers try to give students constructive, descriptive, and detailed feedback information regarding the concrete activity of the student. Starting from this goal, we decided to apply the descriptive, inductive, deductive, comparative, and statistical methods. The technique we used was the survey, and the questionnaire for teachers and the questionnaire for students were used as instruments. By the research, 210 teachers and 210 primary school students were surveyed. As a common conclusion, the findings emerge that both students and teachers have declared that constructive, descriptive, and detailed feedback information regarding the concrete activity of the student and given at the right time finds application in teaching practice. From the obtained results, it is expected that the teachers will be motivated and encouraged during the implementation of the learning process, even more, to check and evaluate the knowledge and achievements of the students continuously and systematically and more and more often to give feedback to the students quality and additional clarifications regarding the answers received by the students.

Item Type:	Article
Uncontrolled Keywords:	formative assessment, feedback, success, teacher, student.
Subjects:	L Education > L Education (General)
Divisions:	Faculty of Law, Arts and Social Sciences > School of Education
Depositing User:	Unnamed user with email zshi@unite.edu.mk
Date Deposited:	25 Sep 2025 12:52
Last Modified:	25 Sep 2025 12:52
URI:	http://eprints.unite.edu.mk/id/eprint/2115

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