Project 3: Role and Use of Constructive Feedback in Assessment Process

This project explores the concept of constructive feedback and its crucial role within the assessment process. The assignment defines constructive feedback as providing actionable suggestions and comments to learners, fostering positive outcomes by offering direction, support, and encouragement. It emphasizes the key features of constructive feedback, such as its focus on actionable insights, alignment with goals, and descriptive nature, which boost student confidence and reduce defensiveness. The project further explains how constructive feedback contributes to assessment by enabling analysis of individual potential, motivating learners to improve, and encouraging creative thinking. It also details the appropriate methods for giving constructive feedback, including being specific, focusing on the work rather than the student, observing progress, and asking questions to provide tailored suggestions. The document concludes with a list of references to support the information provided.

Project 3. Understand the
role and use of constructive
feedback in the assessment
process

Table of Contents
Table of Contents.............................................................................................................................2
Description of key features of constructive feedback..................................................................1
Explanation of the way in which constructive feedback contributes to the assessment process.1
Explanation of the way to give constructive feedback to learners..............................................1
REFERENCES................................................................................................................................3

Description of key features of constructive feedback
Constructive feedback could be defined as the process of providing suggestions and
comments to learners for their work which may contribute in the positive outcome. With the help
of it, they can get a proper direction, support, encouragement and corrective measure to work
further. The main key feature of it is that it assures that the feedback is actionable and it is tied
with goals. It is a descriptive way of providing suggestions rather than evaluating performance of
others.
Constrictive feedback can help to enhance the confidence level of the students in work
and they are free to consider the comments of the individuals who is providing them feedback on
their work. Apart from this, it also reduced the need of acting defensively to the feedback
(Altmiller, 2016).
Explanation of the way in which constructive feedback contributes to the assessment process
Constructive feedback can contribute in the assessment process because with the help of
it, it potential of the individual could be analysed. As it is not compulsory for the learner to make
changes in the work according to feedback so there is a very less possibility of acting
defensively. It boosts the confidence level of the individuals and help them to assess their
progress. It also motivates them to make appropriate modifications in their work which can help
them to attain success and desired goals which is determined by them to accomplish in future. It
encourages the persons to think in creative manner for their work and reflect on the things that
are required to be improved.
Apart from this, it also helps the learners to see their learning in new ways and gain
enhanced satisfaction with the help of it. It allows the students to ask questions for improvements
in their work so that they can conduct a formative assessment in an informal way (Waggoner
Denton, 2018). With the help of it, they can make appropriate changes in their work so that
higher marks could be scored by them in the examinations.
Explanation of the way to give constructive feedback to learners
While planning to give constructive feedback to students it will be very important for the
individuals to make sure that they are specific about the areas where improvements are required.
Apart from this, the assessor is also required to make sure that the feedback comments are made
on the progress of students and the work not on the student. If the comments will be made
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personally on the learner then it may result in decreased moral. Therefore it is recommended to
the individual who is providing feedback to make sure that only work of the learners is evaluated
or remarked rather then the individual.
While providing constructive feedback it will be very important for the person
responsible for feedback to concretely observe progress and then give comments. If it will be
focused then the learners will get to know about the improvements that should be made by them
so that they can complete the work in systematic manner. The assessor is also responsible to
provide feedback with motivating mature which will enhance the confidence level of learner and
contribute in the success of that individual. While giving the feedback it is also very important to
ask questions about the work so that right suggestions could be provided (Whitney and
Ackerman, 2020).
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REFERENCES
Books and Journals:
Altmiller, G., 2016. Strategies for providing constructive feedback to students. Nurse Educator.
41(3). pp.118-119.
Waggoner Denton, A., 2018. Improving the quality of constructive peer feedback. College
Teaching. 66(1). pp.22-23.
Whitney, T. and Ackerman, K. B., 2020. Acknowledging Student Behavior: A Review of
Methods Promoting Positive and Constructive Feedback. Beyond Behavior,
p.1074295620902474.
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