The power of assessment feedback in teaching and learning: a narrative review and synthesis of the literature

Abstract

Assessment feedback is heralded as an integral facilitator of teaching and learning. Despite the acknowledgement of its crucial role in education, there are inconsistencies in its powerful impact in teaching and learning: the role of the categories of feedback, the role of providers of feedback, constituents of effective feedback, and barriers to effective feedback. The focus of the narrative synthesis is to examine these different dimensions of assessment feedback and its powerful role in teaching and learning. A narrative evidence involving 82 studies was presented in thematic themes identified in literature. From the comprehensive review of the literature, the concept of assessment feedback and how it contributes to school effectiveness is thoroughly discussed. The article presents assessment feedback as a valuable factor for educators and students seeking to ensure continuous school improvement. It was found that a blended form of formative and summative feedback can improve teaching and learning. Feedback in any form should be specific, timely, frequent, supportive, and constructive. Negative feedback can distort learning, affective states of the recipient of feedback, and the job performance of employees. Findings from the review can assist researchers, authors, and readers of feedback reviews in the conceptualization of the role of assessment feedback in education. The study concludes with pedagogical implications for teaching and learning practice.

Analysis of student perceptions of problem-solving learning and peer assessment

“…This indirectly leads students to measure their current level of understanding of others (Sluijsmans et al, 2001) and initiate changes for improvement (K. Daniels et al, 2019). Reflective practices have contributed to increasing understanding through learning (Adarkwah, 2021;Song, 2018). Discussions incorporated into peer assessment in groups have helped students in understanding approaches to solve certain physics problems.…”

“…As a form of feedback, student perception questionnaires and peer assessments promote active student involvement in learning (Chang, 2010). Student perception questionnaires and peer assessments are able to improve student performance in the classroom (Adarkwah, 2021) because the main factor in student perception questionnaires and peer assessments is that students are given the opportunity to "assess" themselves and their friends (Goh et al, 2016;Papinczak et al, 2007). Student perception questionnaires and peer-assessment are packaged in the form of an assessment of physics problem-solving skills (tests) and students' perceptions of learning in solving parabolic motion problems.…”

The instructive implications of Hong Kong higher education for mainland China education

“…There is a significant distinction between these two sorts of evaluation in that both are not only employed at different times but also have different purposes and have different effects on students' progress (Salas Vicente et al, 2021) [10] . The design of certain measures in higher education is always to be both formative and summative in nature (Adarkwah, 2021). Formative assessment activities are those that offer feedback to students in order for them to learn from their mistakes and improve their performance (Adarkwah, 2021) [11] .…”

Teachers’ Perception of Their Work Environment: Evidence from the Primary and Secondary Schools of Bangladesh

“…Due to the critical nature of teachers' work, their performance should be evaluated regularly; those who lack the skills or attitudes to achieve success with students should be encouraged [36]. erefore, effective principals maintain order in the classroom, respond to teachers' concerns, and provide instructional leadership by ensuring that teachers receive regular and relevant feedback on their teaching [37].…”