The Role of Feedback in Assessment
Feedback through formative assessment would engage students with discussion firms and develop critical thinking and rich professional quality in education. Students learn to receive accurate feedback, reflect on their knowledge to understand the curriculum wisely and be ready for future challenges. Boykin, and Smith (2019), debated that intentionally biased feedback would misconduct the relation. The Motivations to Control Prejudice Bias Performance Feedback in Developmental Relationships examined that inaccurate feedback could be upon exaggerated positive messages that twist the results for targeted learning plans. It misled the result as the view of being accepted by a population.
A validated feedback provides the learners' improvement for future opportunities. Provision feedback from the perspective of scientists such as Bound & Molloy, 2012; Hattie & Timperley, 2007; Hounsell et al., 2008, Nicol & Macfarlane-Dick, 2006 means it closes the loops of the previous evaluation because the target is giving and receiving feedback (Brooks et al., 2019). Provision feedbacks feed forwarded opportunities for the students and employees and bridge the gaps between where they are standing, how they are going, and how much they are away from the topic in learning and performing educational tasks.
The instructors' feedback handouts intake lights the students' paths in the education journey. The information would respond to why, how, and what questions; why are they going, how are they going, and what are the next steps(Hattie & Timperley, 2007; as cited in Andrews et al., 2018). Reflecting learning will happen when educators/peers display their professional ideas or experiences through positive feedback on the learners/classmates' performances in an educational project. Subsequently, students answer feedback by reflecting on the learned contents either editing the knowledge or presenting evidence that clarifies and defines their ideas thoughtfully.
However, sending exaggerated positive feedback would restrict either students or employees in estimating their places accurately and reflecting on their mistakes properly. Boykin and Smith (2019) explained face-to-face interviews and assessments with positively unreasonable feedback would have the same outcome as the negatively biased feedback in the advancement of the students. Avoiding prejudgment feedback, motivated trenders sending exaggerated positive feedback, the absence of realities would collapse the results to edit learning and performances.
The pragmatic group in this research was participants from black employees in an organization. Regarding inequalities and challenges for striving the black rights against the supremacy of the white population in the society, the authorities inside the institutions send positive feedback routinely to the black employees in a cross-cultural assessment to avoid the external pressures. It can stabilize the position of black employees in lower-income and low-level rank jobs.
Boykin and Smith (2019) asserted for reducing prejudiced-biases feedback, trainers reward trainees with positive feedback in their learning and performance. The problem is that the raters overstated the positive feedback for getting accepted by the minority groups, which interferes with the accuracy of outcomes. As the receivers can not estimate their abilities and weaknesses, their lack of access to resourceful feedback and mastery in learning skills would delay elevating their positions in the work environment.
The authors concluded that internal motivation to respond without prejudice and positively biased feedback is the same as external responses with prejudiced and negative bias feedback which means “performance assessment for underrepresented minorities can be skewed” through “compromising feedback accuracy” (p. 70), or “failure to warn” (p. 65).
As a former facilitator in a career college, I practiced few opportunities of sending feedback to the students because the college offers andragogy education based on self-regulation and self-assessment studying; however, feedback is a bi-directional way between teacher and student in a learning project. Therefore, without attention to the receiver liaised to the population when the assessments happen through face-to-face or written versions, the positive feedback lack of critical thinking also do not be significant for the mentees' development in knowledge and actions.
I invite you to watch the following video, Dr. Hattie's (2017) speech. He explains clearly the features of constructional feedback for the performances.
Mehrossadat Saberi November 2021