If learning is your

passion, this resource

package is for you.
Our ultimate goal as teachers is to help our students learn. To achieve
this, we need to provide our students with timely, accurate and
constructive feedback so that they can monitor, evaluate and assess
their own learning.
Use strategies for providing
timely, accurate and
constructive feedback to improve
learner performance
Use strategies for providing timely, accurate and
constructive feedback to improve learner performance
Use strategies for providing timely, accurate and
constructive feedback to improve learner performance
1. What specific challenge in teaching practice does Teacher Carol
meet?

2. What could have led to the unsatisfactory performance of her

students?

3. How could Teacher Carol have monitored the performance of

the students?

4. 4. How important is providing timely, accurate and constructive

feedback to our students?
Use strategies for providing timely, accurate and
constructive feedback to improve learner performance
Giving feedback is essential to monitor student learning. In the situation, Teacher Carol
has presented the lesson, but she is unable to keep track of her students’ progress in
performing the writing task. The students could have been guided through effective
feedback.
Feedback should be timely, accurate and constructive.

1. Timely. It should be provided immediately

after showing proof of learning, the student responds positively and remembers the
experience about what is being learned in a confident manner. If we wait too long to
give feedback, the moment is lost and the student might not connect the feedback with
the action (Reynolds, 2017).
2. Accurate. It should target the appropriate learning needs.
3. Constructive. It should treat learning as developmental rather than a deficit issue.
(Doughney, 2014) Use strategies for providing timely, accurate and
constructive feedback to improve learner performance
As a facilitator of learning, you need to ensure that your
students really learn. It is not enough that we deliver the
lesson, but more importantly we have to support them along
the teaching-learning process. This can be best achieved if
we provide them with feedback during and after instruction
so that they are guided and monitored towards their
attainment of the learning goals.

Use strategies for providing timely, accurate and

constructive feedback to improve learner performance
The oral feedback is significant because it closes the gap between the current and desired
performance by informing student behavior (Peer feedback, n.d.).
In this practice, the teacher provides one-on-one oral feedback where a learner’s need is
addressed individually during a task. Oral feedback is sometimes considered less formal,
but it can be a very powerful and effective tool as it can be provided easily in the
‘teachable moment’ and in a timely way similar in the presented practice.
For feedback as a formative assessment, you need to address these three important
questions (Black & William, 2009)
Question 1: Where the learner is going?
Question 2: Where the learner is right now?
Question 3: How to get there?
Use strategies for providing timely, accurate and
constructive feedback to improve learner performance
For oral feedback to succeed, whether addressed individually or in whole-
class, the teacher should:

1. Identify the learning gap immediately.

2. Provide clear and simple oral feedback.

3. Scaffold for learners’ better understanding.

4. Reinforce by positively responding to the learners’ attempt whether

successful or not.
Use strategies for providing timely, accurate and
constructive feedback to improve learner performance
Teacher Bryan, gives feedback to his Grade 4 class’ artworks after he asks them to
paint the sketched landscape using colors appropriate to their cultural community
(A4EL-IIf). Using the rubrics as the evaluative tool, he writes specific comments
for each artwork based on the set criteria.

Then, he conducts conferencing to discuss, clarify and guide the pupil to identify ways on how the artwork
can be improved.
Effective written feedback provides students with a record of what they are
doing well, what needs improvement and suggested next steps. Students and
teacher might use a log to monitor whether and how well the student has acted
on the feedback.

1. Provide a written feedback that is understandable and actionable for the learner.
2. Include where the student has met the learning intentions and/or success
criteria.
3. Tell where the learner still needs to improve.
4. Encourage the learner to think through the answer for themselves.
Source: Effective feedback (n.d.)
With this technique, the focus is on aspects of quality or progress within
the student’s work against the criteria that has been set. The teacher
provides information that builds on the student’s strengths, points out an
area of concern and gives realistic suggestions for success.

1. Evaluate the skills as to whether they are met or not.

2. Provide specific comments on those undemonstrated skills.
3. Let the students review the comments and take actions
towards their improvement.
Teacher Edna, a junior high school English
teacher teaches the competency EN7WC-III-
a-2.2: Compose simple narrative texts. After
discussing the features and structure of
narrative texts, she then asks her students to
compose their compelling narratives telling
their personal experiences. She then asks each
student to exchange the written output with an
assigned peer. Using peer feedback forms,
students write their comments on their peer’s
narrative which are eventually shared and
clarified during a peer session.
This illustration of practice highlights the use of structured peer feedback which
provides students with the opportunity to give and receive feedback about ongoing
work, especially when the focus is on improvement rather than grading.
• Peer feedback involves students giving and receiving information about
performance or understanding in relation to learning intentions and success
criteria. Learning intentions describe what the learners should know and do
after an instructional activity while success criteria determine how well
students have met these learning intentions.
• Peer feedback enables students see other students’ work which can deepen
their understanding of the lesson. As a strategy, it also encourages
collaborative learning and can build and enhance students’ capacity for
judgement. Students become teachers of themselves and each other, and
learn to self-regulate their learning (Peer feedback, n.d.).
Here are other techniques related to peer feedback which you may also use:
• Two stars and a wish: This technique works best for those students who are newly-introduced
to peer feedback. Students are paired up and are asked to write two positive comments (stars)
and one constructive comment (wish) about another student’s work.
• Plus, minus, what’s next: This allows students to comment on what was done well (plus),
point out what should be improved (minus) and suggest a strategy for next steps (what’s next).
• Thinking hats: This technique encourages different students to take various roles in providing
feedback depending on the color of the hats they wear. For instance, a blue hat encourages
students to think about good points in their peer’s work, a red hat lets students to think critically
and find weaknesses; and a green hat inspires students to think creatively and find other
strategies to improve the output.
• C3B4ME (See Three Before Me): This technique urged the students to see three peers and
discuss their work before discussing it with their teacher.
Source: (Peer feedback, n.d.)
Use strategies for providing timely, accurate and constructive feedback to improve learner
performance
Use strategies for providing timely, accurate and constructive feedback to improve learner
performance

Effective feedback:
1. helps clarify what good performance is (goals, criteria, expected standards);
Students can only achieve goals or outcomes, if they understand them, assume some
ownership of them and can assess their progress. If students perceive the aims of an
assessment task differently to lecturers/tutors it can affect performance and their ability
to use any feedback given.

2. facilitates the development of self-assessment (reflection) in learning;

Well-organized, self-assessment can lead to significant improvement in learning
especially if integrated with staff feedback. Self and peer assessment processes help
develop the skills needed to make judgements against standards.
Use strategies for providing timely, accurate and constructive feedback to improve learner
performance
3. delivers high quality information to students about their learning;
Feedback tells the students how well they are learning and are supported for high
achievement.
4. encourages teacher and peer dialogue around learning;
Discussion with the teacher helps students to develop understanding and correct
misunderstandings and to get an immediate response to difficulties.
Peer dialogue enhances learning as:
o students who have just learned something are often able to explain it in a language and
in a way that is more accessible that teachers’ explanations
o it exposes students to other perspectives on problems and alternative approaches and
methods for addressing problems
o students develop detachment of judgment (of the work from themselves) which they are
able to transfer to assessment of their own work
o it can encourage students to persist and
o it is sometimes easier to accept critique from peers
Use strategies for providing timely, accurate and constructive feedback to improve learner
performance

5. encourages positive motivational beliefs and self-esteem;

Where feedback praises effort, strategic behavior and progress related to the performance in
context. However, the extent of praise must be consistent with the level of performance
otherwise students may be confused by mixed messages.
6. provides opportunities to close the gap between current and desired performance;
Feedback is most useful when students have an opportunity to improve work by being able to
resubmit the work or receiving feedback during the production process (e.g. comments on
drafts) or apply the feedback to a subsequent piece of work. Also, students can benefit from
being given help to develop strategies to use feedback.
7. provides information to teachers that can be used to help shape teaching.
Frequent low stakes assessment (e.g. diagnostic testing) can provide feedback to students on
their learning and information to teachers about students’ level of understanding and skill, so
that teaching can be adjusted to help students close the gap.
Use strategies for providing timely, accurate and constructive
feedback to improve learner performance
Use strategies for providing timely, accurate and constructive
feedback to improve learner performance
Thank you