Abstract

Feedback plays an important role in the process of assessment. The importance of feedback has been seen over the years in improving student’s learning through various studies. Therefore, it is considered an important tool for formative assessment. The present research discusses the focus of the study on formative feedback to enhance students learning in a B.Ed. classroom. The study aimed to develop a comprehensive understanding of formative feedback and its impact on students’ learning. This study employed qualitative thematic analysis as its methodology. There were two stages to the data analysis. Teacher-researcher conversations about creating lesson plans that fit the needs of the classroom are part of phase one. In the second phase, the teacher implemented the lesson plan with embedded feedback strategies in the classroom. The researcher then observed the impact of the strategies on the students’ learning by analyzing them after they were implemented and providing immediate feedback. It has been noted that peer, teacher, and self-feedback all have an effect on students’ learning. The research findings include the understanding formed throughout the study on Teaching-Learning process, formative assessment, formative feedback, and its different forms and enhancements in the learning of students, which was clearly seen among the students with the application of feedback mechanisms.

Keywords: feedback, formative assessment, learning, teaching