Secondary School Teachers’ Knowledge and Practices About Constructive Feedback: Evidence From Karachi, Pakistan

Abstract

Teachers’ knowledge, conceptualization and actual practices in the classroom influence students’ academic performance. The present study sought to determine the existing practices and knowledge of teachers about constructive feedback, and to find how the knowledge of teachers would predict teachers’ feedback practices in classroom. A quantitative approach with survey research design was adopted to collect the data from the respondent through feedback knowledge questionnaire. The participants of the study were 396 secondary schools teachers of Karachi, Pakistan which were selected randomly from the population. Findings show that the teachers have good knowledge about providing constructive feedback as all the mean values of the constructs were in the range of acceptance (3.61-4.18). However they are not utilizing this knowledge in their daily teaching, as evidence from the descriptive analysis shows that majority teachers (69%) are taking more than a week time to provide feedback, and it is mostly in the form of verbal comments (64.1%) or just only tick or cross mark on students’ work (76.2%). That is the reason that insignificant results were found between teachers’ practices and their perception with very week negative correlation and effect size was also found negligible. Professional trainings are recommended to overcome this contradiction.

Predicting formative feedback practices: improving learning and minimising a tendency to ignore feedback

“…Unlike, the small-scale survey in Ethiopia (Dessie and Sewagegn, 2019), this study found that teacher beliefs about feedback did have statistically significant relationships to practices, a result reported elsewhere Kyaruzi et al, 2018;Aslam and Khan, 2021). Like Kyaruzi et al (2018), this study found that formative feedback practices were supported by improvement-oriented beliefs about the purpose of feedback.…”

“…The same study reported that the use of praise in feedback predicted feedback actions that protected students from negative evaluative consequences. A survey of 390 Pakistani teachers, using the TCoF, found that endorsement of feedback as encouragement led to greater use of protective evaluation practices such as giving positive messages to students and not making critical comments (Aslam and Khan, 2021). Hofstede et al (2010).…”

Issues and solutions on inventive problems-solving skills (IPSS) in invention course

“…He also stated that teachers must update their expertise and have a distinctive teaching technique. According to Aslam and Khan (2021), instructors at all levels must constantly refresh their knowledge and abilities in evaluation methods and strategies in order to stay current with the newest educational developments. To summarise, competent teachers will engage in building their value systems and, as a result, strengthening their practises in order to continually improve the performance of their students.…”

Improving Assessment and Feedback in the Learning Process: Directions and Best Practices

“…Negative feedback can be an effective tool for students to identify areas of weakness in their performance, allowing them to improve their skills. It is important, however, for feedback to be given constructively to avoid discouragement or demotivation (Aslam & Khan, 2021). Constructive feedback also provides opportunities for growth by enabling students to develop strategies to address problems and improve their performance (Omer & Abdularhim, 2017).…”