Formative assessment and feedback in shaping the learning process – A review of the current literature
Session
Education and Development
Description
Formative assessment (FA) and feedback are critical aspects of the recent formative pedagogy that have powerful impact in achievement in the modern era of education, especially after Covid-19 pandemic. The educational reforms of the recent decades have been in favor of the FA and its main principals that make this form of assessment successful and more acceptable. This paper presents a review of the current literature through the lens of the contemporary perspectives, empirical studies and recent successful practices across various subjects and disciplines. It aims to encourage teachers and teaching as well as students and learning in promoting achievement that is so crucial in the context of the complex and changing education environment of the modern era. My current experience as a high school teacher in North Macedonia after many years of work in university has raised questions about the proper implementation and the awareness of the role of FA and feedback in the school context. Although recent literature has shown the benefits of FA and feedback in moving learning forward, the teachers and practitioners struggle with the time and the knowledge of proper implementation of the formative pedagogy in the classroom. By critically looking at the latest existing literature on the uses and impact of FA and feedback in education, this paper aims to further contribute to the discussion on the topic by elucidating possible implications for teachers and researchers who are interested in the context of high school or similar educational settings.
Keywords:
formative assessment, feedback, high school, achievement, learning.
Proceedings Editor
Edmond Hajrizi
ISBN
978-9951-550-50-5
Location
UBT Kampus, Lipjan
Start Date
29-10-2022 12:00 AM
End Date
30-10-2022 12:00 AM
DOI
10.33107/ubt-ic.2022.299
Recommended Citation
Abdulahi, Drita Saliu, "Formative assessment and feedback in shaping the learning process – A review of the current literature" (2022). UBT International Conference. 308.
https://knowledgecenter.ubt-uni.net/conference/2022/all-events/308
Formative assessment and feedback in shaping the learning process – A review of the current literature
UBT Kampus, Lipjan
Formative assessment (FA) and feedback are critical aspects of the recent formative pedagogy that have powerful impact in achievement in the modern era of education, especially after Covid-19 pandemic. The educational reforms of the recent decades have been in favor of the FA and its main principals that make this form of assessment successful and more acceptable. This paper presents a review of the current literature through the lens of the contemporary perspectives, empirical studies and recent successful practices across various subjects and disciplines. It aims to encourage teachers and teaching as well as students and learning in promoting achievement that is so crucial in the context of the complex and changing education environment of the modern era. My current experience as a high school teacher in North Macedonia after many years of work in university has raised questions about the proper implementation and the awareness of the role of FA and feedback in the school context. Although recent literature has shown the benefits of FA and feedback in moving learning forward, the teachers and practitioners struggle with the time and the knowledge of proper implementation of the formative pedagogy in the classroom. By critically looking at the latest existing literature on the uses and impact of FA and feedback in education, this paper aims to further contribute to the discussion on the topic by elucidating possible implications for teachers and researchers who are interested in the context of high school or similar educational settings.