” I never knew how joyous life could be until I saw your face.
My heart leaps like a hummingbird in flight every time I see you.
This is something I have never felt before, and it is you that inspires it.”

Love Letter – there is a feeling of excitement upon hearing the postman, the softness of handling it upon touching your bare hands, smelling the sweet scent of roses even before opening it, printed in an old calligraphy style perhaps of Victorian Era, the curiosity on mysterious sender— Oh! What an indescribable feeling!

The same feeling when you have feedback! Feedback is a kind of love letter of both teacher and students, either way around. It can be a powerful tool to connect with students in a positive way and see them incorporate learning expectations into their own goals.

Feedback is not just an information the teacher needs to give to the students for the intention of improving the student’s learning approaches. It must be a two-way round.

THE FIRST ROUND – Teacher’s Feedback

In every teacher and student engagement, the teacher is perceived by the students as ALWAYS the Superior, the Leader, the Boss. The teacher’s feedback towards his students may result to affect their learning engagement – it maybe lightly or intensely. Some reacts to the feedback as lightly as a sort of a ‘’hint’’ only. Some even take it personal that seem to strike their ‘’ego’’. But some, positively consider it as a ‘’friendly’’ message.

Why the need of the teacher’s feedback?

The teacher in his daily routine has many tasks to do. Most teachers spend the majority of their time in the classroom or preparing for classroom activities. Even when they are outside the classroom, their tasks are described as an integral part of the job. Tasks, that sometimes so impossible to accomplish on target due dates. To mention, preparing the lesson plan, classroom preparation, teaching the lesson, grading students’ work, administration, personal attention to the student, interaction with parents and even coaching extra-curricular activities. To add more, preparing the assessments and feedbacks to students.

As a teacher, giving feedback to students can be an additional bulk of the workload. Is the payoff worth the immense effort? John Hattie noted that feedback is “one of the most powerful influences on learning and achievement”, so if the teacher likes to increase student achievement in his classroom, feedback can be the key to making it happen.

The teacher’s feedback gives an information to the student how he works out in the classroom activities, if he is improving or needs to focus on certain areas, which activity interest them, and among others. Simply implying,

The goal of feedback is to provide students with insight that helps them to improve their performance.

In pursuing the Formative Feedback, it will be effective on following grounds:

• Specific
  The teacher should be specific in his feedback. It should not be vague and confusing. It should give a crystal clear information for the students to set goals for themselves and learn become more independent learners.

• Positive
  Addressing a positive feedback give a great impact on the relationship to both parties. Keeping some feedback comments focused on things that your students are able to do well will give them confidence as learners as well as knowledge of what skills they can build on. But remember, compliment them not praise them.

• Immediate
  Feedback given during the learning experience can deepen students’ understanding and ensure they don’t reinforce incorrect ideas or habits. Immediate feedback show greater increases in performance and understanding compared to feedback the following day.
• specific outcomes
  When comments are targeted to the learning outcome goals shared at the start of a learning cycle, students can set clear expectations for themselves and participate in the discussion about improving the quality of their work.

• time to process and revise work
  Time for reflection helps students to incorporate feedback and consolidate their learning.  Students are even more willing to read feedback if there is NO grade assigned along with it!

SECOND ROUND – Student’s Feedback

It’s easy to assume you already know what students think about your class, how well they’re handling the workload, what activities they like the most. Yes, it’s possible you know best.

Why the need of the student’s feedback?

If you’ve never asked students for serious, honest feedback, you’re missing something. If you ask the right questions and give students the time and encouragement to supply quality answers, student feedback can benefit you in so many ways.

THE BENEFITS

1. Increasing Student Engagement: By finding out what learning activities students like the most and least about your class, you’ll get better at designing lessons that really engage them. if some methods of delivery are better received than others, then they’re likely to result in greater learning gains as well.

2. Preventive Discipline: Learning more about each student’s experience in your class can go a long way toward improving the relationship you have with them. And that can go a long way toward improving classroom management.

3. Differentiation: Grades and test scores don’t tell the whole story. A student who is getting excellent grades might be accomplishing that only with tremendous effort and hours of work at home. Conversely, a student who consistently turns in mediocre work might actually want more of a challenge. By asking students how well the work fits their abilities, you can adjust your instruction to better meet their needs.

FINALLY, ACT ON THE FEEDBACK.

Gathering information is useless if you do nothing with it. Here are some ways you can respond to student feedback:

• Talk. Then talk some more. Written feedback should be considered the first step. Once you’ve read the forms, follow up with individual students about their comments, and talk to the whole class about what you plan to do in response to what you learned. A few weeks later, check back with students to see if the changes are working for them.
• Look for patterns. A complaint from one student is worth noting. Do many students say they don’t like silent reading? Even if it’s something you want to keep doing, a whole-class discussion can help you figure out ways to improve it.
• Dig into the mysteries. Students may put cryptic things on their surveys that are just the tip of the iceberg. If there’s anything on the form you don’t understand, don’t brush it off. Pull the student aside and ask her about it.
• Solve the easy problems. One of the best things about getting this feedback is that it can alert you to a problem that’s easy to fix. If a student mentions that the draft from the window bothers her, just move her. There. You just made the rest of the school year better for that kid.
• Watch your ego. Reading even a little bit of negative feedback is no fun for anyone, so be aware that your first reaction to criticism will probably be defensive. That’s natural, but it won’t solve the problem. Remind yourself that the student took a risk by telling you, so take the problem seriously and resolve to calmly and constructively find ways to solve it.
• Notice the positives. If the criticisms are getting you down, go back through and notice all the good things students said — those things matter. Figure out what you’re doing right, then do more of it.

So, how’s the feeling again of reading the love letter?

https://www.cultofpedagogy.com/student-feedback/

My previous experiences as a high school student of La Consolacion Academy (now College) with high educational standards and my characters itself indulged me to face any challenges so there is no worry to take any kind of assessments either it be low or high-stakes assessments. Though the exams are threatening, there are no worries at all. I finished BSAccountancy and I took my licensure examination. I failed, not because I didn’t know nor I was a weak student. The truth is, few of us were strong students in our batch, and I was one of them. I became one of the university’s scholar. My summative assessments were excellent. Many factors disturbed my studies during my review and during my examination. No one was there to support me emotionally and financially. Sadness was there but I was a strong person. I believed it was my destiny. I didn’t attempt again, after all, I didn’t like the scope of work. I quickly felt bored.  Two months after I arrived in Saudi Arabia, I converted to Islam though I was a Bible preacher and a junior leader in a charismatic community .  Aside from studying Islam in the center,  I studied the Memorization of Holy Qur’an, its proper application, rules and methods in a proper school.  It was too late when I discovered what my heart desires. I really like teaching. I am currently teaching Holy Qur’an to adult students aside from private tutorials. And it was very late my age, when I discovered UPOU. Maybe because I was so busy with other particular tasks. Because I love discovering new things and gaining knowledge, knowledge that will benefit me and others benefit from me, the reason why I studied in UPOU. I have to push through what my heart desires. As an online student, I would prefer the non-traditional assessment but there is no other choice but to do the traditional assessment, pencil-and-paper tests. As a diligent and hardworking student, I give ample time to equip myself for the examination. I study as early as possible and accomplish all the tasks before they are due. As a teacher, I encourage my co-teachers to apply the non-traditional assessments, not only you can assess the students’ performance and knowledge efficiently but also you “indulge” yourself to their study habits and personal needs.  It is not only how and what to feed (the educational knowledge) to the students but always thinking yourself in their own shoes. Giving ample tips, inspirations, encouragement should be given to the students in a regular basis so the feeling of threat will be reverted into challenges and motivations when taking the assessments. At least, these advices and immediate feedbacks will be of help, which I didn’t experience before. So, you see – no one there helped me which course I should take.  No one there helped to assess what my heart really desires, but this is my Qadr. This is my destiny. Teaching, this is where I belong.

”Let us think of education as the means of developing our greatest abilities, because in each of us there is a private hope and dream which, fulfilled, can be translated into benefit for everyone and greater strength of the nation.” — John F. Kennedy, 1917-1963, 35^thPresident of the United States America

EDUCATION is an enterprise that deals with knowledge provisions. Every human needs to equip with knowledge since it is always a reminder that “Ignorance excuses no one.” To provide the best knowledge, the educational institution from the beginning of an era cultivated the sequences of providing the services.

One of the services was the Assessments. Assessments were given a great volume of concentration and improvements. Most mistaken perceptions on assessment are mainly on giving quizzes, examinations, evaluations and observations which afterwards ends only there. Assessments was established based on the previous experiences of the educational system as a whole. That is the reason why Assessment Cycle was established and was given importance. Meaning, giving marks is not the last phase of providing services. Assessment, on the other hand, has got its sequences mainly on planning, designing, establishing facts, measuring, acting the plans, evaluating, concluding and start all over again. In other words, assessment doesn’t stop gathering information in one setting. To satisfy the constituents, different assessment approaches were implemented throughout the history. Changes on approaches were corroborated because of many factors like the changes in time, different recipients, emergence with technologies, crisis and economic struggles, performance gaps, identification of opportunities, reactions to pressures, human and behavioral changes, structure and/or cultural changes or changes for the sake of changes. To clarify what I want to emphasize, assessment cycle for the Bloomers was different from the assessment cycle for Generation X, Millenials and so forth. Even though many factors were mentioned, there is only one absolute goal – the betterment of pedagogy.

So without much further ado, let us discuss what is Assessment all about? We had studied that assessment was explained in detailed and emphasis which I made into a summary.

Assessment defines as a systematic basis for making inferences about the learning and development of the students.

The Differences

Assessment OF Learning – This takes place after a bulk of instructions which is almost at the end of the term or learning cycle. The purpose of this assessment is to determine how far the students learn or what did the students learn. This is more EVALUATIVE rather than INSTRUCTIONAL.  The student’s performance, learning, and achievement are being audited through a series of examinations like standardized tests, simulations, portfolios, research reports, and others. The student’s evaluations have many purposes which depends on who will use it. Example, the administrative level use the assessment for planning curricula, for curriculum revisions or retention and determining professional needs; the teacher needs this assessment to guide her if the student needs to retain, promotes to next level, graduate and the like; the parents need this assessment to know whether the students learnt something or not. The feedback of the assessment to the student has least impact to the student’s development since this occurs in the later phase of unit of instructions. The remedy for the problems if any, is too late for the students.This assessment is synonymous with Summative Assessment.

Assessment AS Learning – This occurs initially within the learning processes of the students. This focuses on the explicit fostering of student’s capacity to be their own assessor. The purpose of this assessment is to create self-motivation, establish the self-confidence, learning how to set individual goals, monitor own progress, and how to grow as effective learners. This assessment initially assisted by the teachers at the very onset of instructional terms and later the teacher let the student work independently for his own progress. The benefits are the students learn how to learn most probably independently and effectively. This ability is a lifelong process and if imbued, the student will benefit in the long run.

Assessment FOR Learning -This connotes with Formative Assessment and Classroom Assessment. This happens while learning is in progress. The purpose of which is more preferably to improve the student’s learning and achievement which carried out accordingly. This assessment is more on INSTRUCTIONAL rather than gathering the results of learning. Assessment should be planned concurrently for instructions and integrated into the learning procedures. The teacher sees to it if the student is learning or not, the call for instructional adjustments if needed, the eradication of inefficient teaching methods, among others. The teacher uses either formal or informal assessments to assess the efficiency of his teaching and the effectiveness of the learning. The feedback of this assessment is immediate so as to be align with the educational objectives or goals. The benefits are ideal to the development of the students learning in progress. 

As future educators, it is implied on us to explain the ideals of assessments to our students. – Prax

When I was a school grader, I thought of becoming a teacher. As the time grew, the plan changed. I took BS in Accountancy, instead. It was late when I realized that the course was not my cup of tea. I didn’t like the idea of being stuck with computers, calculators, unending computations, wide spreadsheets and a four-corner room. No excitement at all. The unprepared self-assessment was demeaning and disheartening.

After three years in Saudi Arabia, I personally met an English speaking Saudi, who took me as a private tutor to her kids. At first, it was easy as I sorted teaching as a piece of cake. I did assist them in their school’s assignments and projects. The Saudi was very much glad with their children’s school’s performances and grades. Soon, my name soared like a flying spear because of many referrals. They believed in my capabilities as an efficient teacher.

Gradually, I met different difficulties. The students’ differences with regards to their age, level, understanding, analysis and cooperation were a challenge to me. Add to that, the revisions of my stock knowledge with regards to all the subjects, i.e., English, Math, Science,Social Studies, Computer and Arabic Reading. I had to plan out the different kind of assessments and different approaches. It seemed to be an actress in different genres.

Some of my students were zero English. I still had to translate them all the way to their understanding. Repetition is the secret to mastery. Most were upset and uncomfortable with my repetitive method. They just cried rather than be punished by their parents. I was persistent, strict, tough, terror — which was approved by their parents. They knew their kids were lazy brat and stubborn. On the other hand, some students were smart and fast-learners, so the studies became smooth and easy. Not everybody were the same. The daily scenarios seem make you crazy.

My fourteen years of service and ongoing, granted me the mastery of different assessments. I had experienced many types of students – thrice the number of my fingers and toes. I taught them one by one. Some of short term, most were long years. Being persistent, efficient and an effective teacher was a task that was assigned to me to produce a responsible, excellent, and competitive students. My purpose was to let them excel in their own madrasas – school, understand and apply what they learn, and show a pleasing report card to their parents. Most of my former students are already in colleges and some had their own family. In my recent visits with them, they appreciated me and kissed my hand as a sign of higher respect same as the way they respect their parents. I was considered not just a teacher to them but a part of the family. They thanked me not just teaching them different subjects in different methods, but for instilling in them great importance of education, rapport and manners to the people, the reality of world’s competition, and the value of human’s existence.

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(My current students – Khalid, Nader, Nora and Anwar Waseem Basaad – Grade 5, 1, 8 and 10 respectively.) (A sample of homework for the week, Nader’s certificate of recognition and Jodi Aqeeli’s previous final grade.)

Being a teacher is not just a piece of cake. It is a cake that needs the mastery of recipe to create a better taste and perfection. The application of better assessments has important role to the main casts – the teacher and the students. At times, teacher may surrender. But, it is a reality that teaching is not just a profession but a destiny, a trust – amana that is entrusted to us, a ground to be a useful being and a challenge that the world sees as an opportunity. Afterall, fulfillment is the best reward.

Thanks for joining me!

Good company in a journey makes the way seem shorter. — Izaak Walton