An Analysis of the Importance of Feedback in Academic Assessments

This report examines the significance of feedback within academic assessments. It begins by introducing the concept of feedback and its importance in improving student performance and the quality of work. The report emphasizes that feedback provides students with valuable insights, allowing them to identify areas for improvement and make necessary corrections in their assessments. It highlights the role of teachers in providing feedback and how it helps students understand the subject matter better. The report concludes that feedback is crucial for student development, motivating them to perform well in future assessments. The report references several studies and scholarly articles to support its claims and provide a comprehensive understanding of the topic.

Running head: IMPORTANCE OF FEEDBACK OF ACADEMIC ASSESSMENT
IMPORTANCE OF FEEDBACK OF ACADEMIC ASSESSMENT
Name of the Student
Name of the University
Author Note

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IMPORTANCE OF FEEDBACK OF ACADEMIC ASSESSMENT
A
SLIDE ONE
FEEDBACKS ON ASSESSMENT - INTRODUCTION
Feedbacks are important for all types of assignments. Feedbacks are the effective
result from the point of view of others. It is result of something seen from the perspective of
someone else. It is the mainly the process in which the output of a work is returned with an
objective of better work than the previous one. In academic assessments, it is important
because the students can always have a scope to improve their assignments. The teachers
provide their feedbacks only for the sake of betterment of their students.
The feedbacks on assessment is the feedback that the student`s receive from their
teachers based on their assessment. It includes the evaluation of papers and the correction of
assessments (Evans, 2013). The feedbacks also come from the teachers through their
comments on a particular project or work of a student, which are actually valuable. The
feedbacks includes the evaluation of answer scripts, the comments of the teachers if any
correction needs to be made, it sometimes includes the spectators who receives the
assessments, which might include anybody else except the teachers (Flores et al., 2015).
SLIDE TWO
IMPORTANCE OF THE FEEDBACKS
Feedbacks are essential for students as it helps the students to improve their work and
make corrections in their assessments (Vardi, 2013). It is not necessary that all the
assessments are performed well by the students. It often happens that a student performs

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IMPORTANCE OF FEEDBACK OF ACADEMIC ASSESSMENT
poorly in a single assessment. The feedback that he receives from the teacher is important for
him to improve his performance in the next assessment. This will help him to improve his
academic performance in a year (Griffin, Park & O'Keefe, 2012). The knowledge about one
particular subject will be clear to a student after he receives an effective feedback from his
teachers. The student must be provided a written feedback like the remarks in the report card
or evaluation report, which is useful to a student. The feedbacks are thus extremely essential
for the a student`s development (Vardi, 2013).
SLIDE THREE
CONCLUSION
Thus from the above analysis this can logically be concluded that the feedback is
essentially important just to improve the quality of study. It helps the students to develop
their own performance in academic field. It also motivates the students while they perform
well in their assessments. When the students perform, well it is important to motivate them in
order to perform well in their next assessments. Thus in that case a positive feedback is
essentially important.

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IMPORTANCE OF FEEDBACK OF ACADEMIC ASSESSMENT
REFERENCES
Evans, C. (2013). Making sense of assessment feedback in higher education. Review of
educational research, 83(1), 70-120.
Flores, M. A., Veiga Simão, A. M., Barros, A., & Pereira, D. (2015). Perceptions of
effectiveness, fairness and feedback of assessment methods: a study in higher
education. Studies in Higher Education, 40(9), 1523-1534.
Griffin, A., Park, S., & O'Keefe, C. (2012). Feedback and Assessment. Wiley Blackwell.
Vardi, I. (2013). Effectively feeding forward from one written assessment task to the
next. Assessment & Evaluation in Higher Education, 38(5), 599-610.