The Practices of Geography Teachers in Giving Feed Back in Formative Assessment

Abstract

Feedback is a key element in formative assessment which can help improve student’s performance when properly and effectively implemented. This paper reports the findings of a qualitative inquiry conducted to identify the characteristics of feedback in formative assessment practiced by geography teachers during the teaching and learning process. The characteristics of feedback in formative assessment include style of delivery, timing of the delivery, and the content and quality. The inquiry was a case study designed and was conducted in one secondary school in the Perak. Two geography teachers participated as respondents in the inquiry. Three data collection techniques namely observation, interview and document analysis were utilised to investigate the respondents’ practices in giving feedback to their students. Data collected was manually analysed. The findings of the inquiry shows both the respondents give feedback by making oral clarification, demonstration, repeat teaching, asking supplementary questions, and giving positive comments both orally and in written form. The feedback given by both respondents contains comments on errors and weaknesses, guidelines, steps to improve performance, and the concept and content of the lesson. The amount of feedback given was based on student’s needs and level of ability. It is the practice of both respondents to give feedback while their students are still completing their task. An interesting finding related to respondent A is her practice of giving feedback in a ‘nagging’ style. On the other hand, respondent B transforms the concept and content of the lesson into songs to ensure students pay attention to the feedback given.