Formative Assessment

Formative Assessment





Formative Assessment Feedback Principle

The success of the interaction between the teacher and the student based on the activities and information being shared for the sake of the student’s learning capabilities largely depend on the implementation of different formative assessment processes. According to Nicol & Macfarlane-Dick (2006), there are seven principles that guide an effective formative assessment feedback that enhance learning processes. However, out of the seven outlined principles, the one that I believe is the most important to me in my writing assessments is “Helping the students receive quality assurance of what they are learning”. This means that high quality information about what I am learning as a student is provided. In the teaching process, the quality of information that the teacher gives to the student largely determines their ability to learn and comprehend what they are taught.

In most cases, external feedback that researchers tend to receive is of low quality and in the end affect what is being learned. Good quality feedback can sieve between quantity and quality of the provided information. The information must address specific issues and presents points and arguments that contribute to a given topic (Woods, 2015). I regard quality of information as an important aspect that has enabled me to improve my writing and research skills. This principle enables learners to troubleshoot their performance, while in the process ensuring that the consequent actions taken close the gaps between effect and intent of the research presented.

In a bid to explore new learning ventures, students must first of all be able to assess where they have reached in learning and how the quality of the information received has impacted their learning capabilities. I find that the receivership of quality assurance of what I am learning helps me place a weighing balance between the strengths and weaknesses that I have in any one given research study. In this case, I will be able to ensure that the feedback information received is relevant to what I need, and to the task at hand. Any information can be given to a learner or a researcher, however, its relevance to the subject under study and the way it impacts the ability to learn is what determines its quality of information.

There are different strategies that learners can use based on this principle to increase the quality of feedback from research. These include the need to pay attention to a criterion that ensure the provided feedback relate to that predetermined criterion. This ensures that relevance of provided information to study subject auger well (Woods, 2015). The other thing is to ensure that after each submission, the learner provides feedback immediately, so that any errors or critical arguments may be presented early enough for quality level to be determined. There is also the need to prioritize the areas needed for improvement by the instructors so that leaners can recognize their greatest weaknesses. This can be enhanced via online tests to weigh the ability for learners to conceptualize information.

In conclusion, considering that I require to present valid and reliable information in my research study, the feedback that I present has to be of high quality. Therefore, the information that I gather in my writing must auger with the objective of quality research, for learning to be enhanced. For me to be able to assess the level of learning that I have received in the research study, the first thing will be to assess the quality of information that I have. This means that the feedback will enable me to know that I have presented verified, reliable, and quality information in my writing.


Nicol, D. J., & Macfarlane‐Dick, D. (2006). Formative assessment and self‐regulated learning: A model and seven principles of good feedback practice. Studies in higher education31(2), 199-218.

Woods, N. (2015). Formative assessment and self-regulated learning. The Journal of Education.