Document Type
Article
Department
Institute for Educational Development, East Africa
Abstract
This study examined the impact of written feedback on assessment in secondary schools, focusing on both student and teacher perspectives. Using action research with 80 students and their teachers, the study spans four months across three reflective cycles. Central findings reveal that descriptive, non-evaluative feedback empowers students. Feedback clarifies misunderstandings, offers specific improvement guidance, and makes "next steps" manageable. Further, descriptive feedback exposes students to broader problem-solving strategies. The study l s o shows that written feedback transcends mere evaluation. It becomes a reflective dialogue, with students actively using feedback to improve, and teachers acting as facilitators, guiding students toward better learning outcomes. Consequently, assessment shifts from simply judging to a transformative partnership. Both students and teachers contribute actively, aligning assessment with the ultimate goal of enhanced learning.
Publication (Name of Journal)
Journal of Issues and Practice in Education
Recommended Citation
Wilfredi, D.,
Nicholas, W.
(2024). Transforming Biology assessment through written feedback in Tanzania secondary education: Insights from action research. Journal of Issues and Practice in Education, 16, 178-199.
Available at:
https://ecommons.aku.edu/eastafrica_ied/217
Creative Commons License
This work is licensed under a Creative Commons Attribution-Share Alike 4.0 International License.