MODULE

Use strategies for providing timely, accurate and

MODULE 20
constructive feedback to improve learner performance

20
5.3.2 Use strategies
for providing timely,
accurate and
constructive feedback
to improve learner
performance

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20
5.3.2 Use strategies
for providing timely,
accurate and
constructive feedback
to improve learner
performance
 PPST RESOURCE PACKAGE

“
INTRODUCTION TO TEACHERS’ RESOURCE PACKAGE

Hello, dear Teacher!

Welcome to this Resource Package.

I am Teacher Rey!

And I am Teacher Dulce!

We are members of your support group in the Department

of Education (DepED). Together with your Principal, Master
Teachers, and colleagues, we are pleased to be your
mentors and companions as you use this resource package.

Are you ready?

W e begin by letting you know the journey of how we put together this resource
package.

In August of 2017, the Department of Education Secretary Leonor Briones signed

the Philippine Professional Standards for Teachers (PPST) into policy through
DepEd Order No. 42, S. 2017. The policy states, among other things, that the PPST
“shall be used as a basis for all learning and development programs for teachers.”

The Department of Education is committed to supporting your continuing

professional development. This resource package hopes to contribute to this
commitment.

As a teacher, understanding the PPST is crucial in order for you to grow and
flourish in your profession. The PPST identifies what you are expected to know, be
able to do, and value in your profession.

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 Use strategies for providing timely, accurate and
Introduction

MODULE 20
constructive feedback toto
improve learner
Teachers’ performance
Resource Package

How can this resource package help you?

This resource package can help you as it:

• serves as your guidebook towards becoming better acquainted with the

PPST;
• provides you with another 12 modules for Proficient Teachers based on
12 indicators aligned with the Results-based Performance Management
System (RPMS); and
• contains illustrative and instructive information that you will find realistic,
sensible and workable, and can help you achieve the target indicators
across the curriculum teaching areas and key stages of learners’ education.

We are happy to say that this resource package has been developed and compiled by
teachers in support of other teachers.

Why do you need this resource package?

You will find the materials here useful if you:

• reflect on your own classroom practices and ensure that your teaching
practices are aligned with the next 12 indicators for Proficient Teachers;
• are part of a group of teachers who need materials for your school-
based Learning Action Cell (LAC) sessions in order to (i) learn more about
the PPST, and (ii) innovate with practices using the
samples in the resource package material as
guide; and
• want to develop or expand the current
work by (i) providing more examples of
practices, or (ii) working on other career
stages or indicators other than the 12
presented in this resource package.

If learning is your passion, this resource

package is for you.

iii
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PPST RESOURCE PACKAGE

You will discover that each module discusses a specific indicator

on becoming a Proficient Teacher. There are key concepts that
will be unpacked as you read the next few parts of these modules.
Most importantly, they will show you relevant illustrations of
practices that may help you understand and attain the indicators.

The modules explore the following indicators.

MODULE 13
1.3.2 Ensure the positive use of ICT to
facilitate the teaching and learning process

MODULE 14 MODULE 20
1.6.2. Display proficient use of Mother 5.3.2 Use strategies for providing timely,
tongue, Filipino and English to facilitate accurate and constructive feedback to
teaching and learning improve learner performance

MODULE 21
MODULE 15
5.5.2 Utilize assessment data to inform
2.4.2. Maintain supportive learning
the modification of teaching and learning
environments that nurture and inspire
practices and programs
learners to participate, cooperate and
collaborate in continued learning

MODULE 16 MODULE 22
2.4.2. Maintain supportive learning 6.2.2. Build relationships with parents/
environments that nurture and inspire guardians and the wider school
learners to participate, cooperate and community to facilitate involvement in the
collaborate in continued learning educative process

MODULE 17 MODULE 23
3.2.2. Establish a learner-centered culture 7.3.2 Participate in professional networks
by using teaching strategies that respond to share knowledge and enhance practice
to learners’ linguistic, cultural, socio-
economic and religious backgrounds MODULE 24
7.4.2 Develop personal professional
MODULE 18 improvement plan based on reflection of
4.2.2. Set achievable and appropriate one’s practice and ongoing professional
learning outcomes that aligned with learning
learning competencies

MODULE 19
4.3.2 Adapt and Implement learning
programs that ensure relevance and
responsiveness to the needs of all learners

iv
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Use strategies for providing timely, accurate and
Introduction

MODULE 20
constructive feedback toto
improve learner
Teachers’ performance
Resource Package

Each module contains the following parts:

OVERVIEW introduces you to ILLUSTRATIONS OF PRACTICE

the indicator for the Proficient walks you through sample
career stage and why you need illustrations of specific teaching
to achieve it; practices that show how the
standards are put into action;
SELF-REFLECTION allows you
to reflect on your knowledge, PROFESSIONAL DEVELOPMENT
skills and attitude related to the PLAN helps you identify your
indicator; strengths, development needs
and plans for specific action for
KEY CONCEPTS defines
professional development;
operationally the concepts used
pertinent to the indicator;
RESOURCE LIBRARY provides
resources with annotations that
SUPPORT GROUP allows you to can help you further understand
consult and collaborate with your the indicator.
teacher-friends who will provide
suggestions on how to improve
your current practice;

Each module takes you through a journey of exploration and discovery, while you learn more
about the indicator and apply it to your teaching context.

We encourage you to actively engage with the texts as you read through the module.

“
We hope that you find the information, materials and resources in this package helpful as you
use the Philippine Professional Standards for Teachers as your guide towards professional
development.

We will be with you every step of the way.

Have a happy journey!

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vi
 MODULE

20
USE STRATEGIES FOR
PROVIDING TIMELY, ACCURATE
AND CONSTRUCTIVE
FEEDBACK TO IMPROVE
LEARNER PERFORMANCE
CONTENTS

ii INTRODUCTION

2 OVERVIEW

3 KEY CONCEPTS

4 SELF-REFLECTION

5 SUPPORT GROUP
- Probing
- Suggestions for Improvement

8 ILLUSTRATIONS OF PRACTICE
- Illustration of Practice No. 1: Oral feedback strategies
- Illustration of Practice No. 2: Written feedback
strategies
- Illustration of Practice No. 3: Deep Feedback
Strategies
- Illustration of Practice No. 4: Peer Feedback
Strategies
- Other Illustrations of practice

20 PROFESSIONAL DEVELOPMENT PLAN

21 RESOURCE LIBRARY
- Bibliography

23 ACKNOWLEDGEMENTS

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Hello, Teacher! Welcome to Module 20.

Our ultimate goal as teachers is to help our students learn. To achieve this, we need
to provide our students with timely, accurate and constructive feedback so that they
can monitor, evaluate and assess their own learning.

Look at the caricature. What would have been a better way of giving feedback to the
student? As a teacher, how do you give feedback to your students?

In this module, we will provide you with several illustrations of practice highlighting
varied strategies for giving effective feedback to students to improve their
performance.

In this module, we will focus on:

STRAND: Feedback to improve learning

INDICATOR: 5.3.2 Use strategies for providing timely, accurate

and constructive feedback to improve learner performance

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constructive feedback to improve learner performance

“
KEY CONCEPTS

Let us start by introducing to you the key concepts in

providing feedback as one of the processes in monitoring,
assessing, evaluating and reporting learners’ needs,
progress and achievement. Understanding these
concepts will guide you in appreciating your role as
embedded in the indicator 5.3.2 Use strategies for
providing timely, accurate and constructive feedback to
improve learner performance.

TIMELY FEEDBACK. This is given within a timeframe where the

results of the assessment can still enable learners to take specific
steps towards the achievement of the learning objectives.

ACCURATE FEEDBACK. This refers to the level and extent of

attainment of learners of a given competency, skill, or standard.

CONSTRUCTIVE FEEDBACK. This form of feedback is motivating

and sensitive to the the feelings of the learner. It gives the learner
the direction to improve better in the class.

LEARNER PERFORMANCE. This describes how the learner

demonstrates the knowledge, skills and attitudes they have learned.
(Philippine Professional Standards for Teachers, 2017)

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“
SELF-REFLECTION

Let us first reflect on our current practice. As Proficient Teachers,

we have knowledge, skills and attitudes regarding providing
feedback.

I have written down my own reflections about this. How about you?

KNOWLEDGE SKILLS ATTITUDES

As a Proficient Teacher, As a Proficient Teacher, As a Proficient Teacher,
I know… I do… I feel…
…how to provide a …use strategies for …very accomplished when
timely, accurate and providing feedback to my I see that my learners are
constructive feedback of learners to monitor their improving on their academic
the performance of my learning progress and performance by giving them
students based on the performance. provide a timely, accurate
learning goals. and constructive feedback.

“
Now it’s your turn to write down your own personal
reflection regarding your current practice in providing
feedback. Take a few minutes to think about it and write
your reflection in the boxes provided below.

KNOWLEDGE SKILLS ATTITUDES

As a Proficient Teacher, As a Proficient Teacher, As a Proficient Teacher,
I know… I do… I feel…
_________________________ _________________________ _________________________
________________________ ________________________ ________________________
_________________________ _________________________ _________________________
_________________________ _________________________ _________________________
_________________________ _________________________ _________________________
________________________ ________________________ ________________________
_________________________ _________________________ _________________________
______________________. ______________________. ______________________.

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“
SUPPORT GROUP

This part of the module contains current teaching practice in

a classroom. Read and study the teaching episode in Teacher
Carol’s classroom. Then, try to answer the questions that follow.

Teacher Carol, a Senior High School teacher facilitates the lesson on

writing a short poem applying the various elements, techniques, and
literary devices (HUMSS_CW/MP11/12c-f10). She presents varied
poems as models and discusses their structure. For the independent
writing activity, she asks her class to write their own poem. She also
presents the rubrics which will be used to evaluate the poems.

In evaluating their outputs, she writes comments such as: “This can still
be improved,” “The message is vague,” “Please use literary devices.”
She then asks the class to revise their poems and pass them the next
day. When checking the students’ outputs, she is a bit disappointed
because majority failed to write good poems despite her comments.

“ Have you finished reading? We’re giving you time to think

about it and we will surely get back to you.

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Probing
We believe that you have fully understood Teacher
Carol’s situation. Now, please answer the following
questions.

1 What specific challenge in teaching practice does Teacher Carol meet?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________.

2 What could have led to the unsatisfactory performance of her students?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________.

3 How could Teacher Carol have monitored the performance of the students?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________.

4 How important is providing timely, accurate and constructive feedback to our students?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

“
______________________________________________________.

Have you finished answering? For your deeper

understanding, we have stated our suggestions to help
Teacher Carol.

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constructive feedback to improve learner performance

Suggestions for Improvement

Giving feedback is essential to monitor student learning. In the situation,

Teacher Carol has presented the lesson, but she is unable to keep track of
her students’ progress in performing the writing task. The students could
have been guided through effective feedback.

Feedback should be timely, accurate and constructive.

1. Timely. It should be provided immediately

after showing proof of learning, the student responds positively and
remembers the experience about what is being learned in a confident
manner. If we wait too long to give feedback, the moment is lost
and the student might not connect the feedback with the action
(Reynolds, 2017).

2. Accurate. It should target the appropriate learning needs.

3. Constructive. It should treat learning as developmental rather than

a deficit issue. (Doughney, 2014)

As a facilitator of learning, you need to ensure that your students really

learn. It is not enough that we deliver the lesson, but more importantly we
have to support them along the teaching-learning process. This can be best
achieved if we provide them with feedback during and after instruction so
that they are guided and monitored towards their attainment of the learning
goals.

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ILLUSTRATIONS OF PRACTICE

As a Proficient Teacher, you are expected to provide

effective feedback to your learners. Together, let
us discover and explore the different illustrations
of practice anchored on the Philippine Professional
Standards for Teachers that show specific ways on
how you can provide feedback. “
ILLUSTRATION OF PRACTICE NO. 1:
Oral feedback strategies
Teacher Melanie, a Grade 1 teacher, is teaching the competency F1PU-II a-1.11: c 1.2; 1.2a
Nakasusulat nang may tamang laki at layo sa isa’t isa ang mga letra, Nakasusulat ng malalaki
at maliliit na letra to her class. While facilitating the boardwork for her pupils, she notices that a
pupil is finding it hard to do the task. With this, she immediately gives oral feedback.

Teacher Melanie, a grade 1 Teacher, allows Mark, a Grade I learner to write the
letter M after giving him an oral feedback. Specifically, she points out the better
way of writing letter M on the board. In order for the learner to see the better
way of writing it, Teacher Melanie demonstrates how it is done.
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Here, the teacher identifies immediately

Teacher Melanie: Mark, bakit ka tumigil sa a challenge in the learning process and
pagsulat? (Why did you stop writing?) gives feedback. (timeliness of feedback)

Pupil Mark: Ma’am nahihirapan po ako. (Ma’am, I’m

finding it hard.)
The learner is encouraged to give
She approaches the pupil who finds writing the specific feedback about his learning
letter challenging. difficulty. Here, the gap is explicitly
identified which enabled the teacher
Teacher Melanie: Saan ka nahihirapan? (What’s to think of an appropriate strategy to
challenging for you?) address such immediate need.(accuracy
of feedback)
Pupil Mark: Hindi ko po ito kaya.
(Teacher, I can’t do this.)

Teacher Melanie: Kaya mo yan, Mark. (You can do

it.) At this point, the teacher provides
positive comment to the learner.
Teacher Melanie demonstrates how big letter M (constructive feedback)
is written. But still, the pupil finds it hard. She Then, she addresses the learning
holds her pupil’s hand gradually guiding it until the gap by modelling. The learner then is
pupil is able to write the letter correctly. guided to practice the skill. The teacher
reinforces by giving the learner positive
Teacher Melanie: Kaya mo ba nang sumulat ng comment.
big M? (Can you write capital M by yourself?)

Pupil 1: Opo. Teacher. (Yes, Teacher).

The oral feedback is significant in this illustration because it closes the gap between the current
and desired performance by informing student behavior (Peer feedback, n.d.).
In this practice, the teacher provides one-on-one oral feedback where a learner’s need is
addressed individually during a task. Oral feedback is sometimes considered less formal, but it can
be a very powerful and effective tool as it can be provided easily in the ‘teachable moment’ and in a
timely way similar in the presented practice.

For feedback as a formative assessment, you need to address these three important questions
(Black & William, 2009)
Question 1: Where the learner is going?
Question 2: Where the learner is right now?
Question 3: How to get there?

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The teacher acknowledges the pupil’s

Teacher Lisa: Ngayon mga bata, ano kaya ang ibig response and gives constructive
sabihin ng salitang kusinero sa pangungusap na feedback, reinforcing the learner’s
ito? Sikat ang kusinero ng Lety’s Carinderia sa attempt to arrive at the correct answer.
mahusay na pagluluto ng adobo.

Pupil 1: Ma’am, tagatrabaho po.

Teacher Lisa: Malapit na ang kahulugang sinabi She guides the whole-class to think
mo. Kung nagtatrabaho siya sa karinderia, ano of the appropriate meaning.
ang kaniyang ginagawa?

Pupil 1: Ma’am nagluluto po.

Teacher Lisa: Kung nagluluto ang kusinero, ang

ibig sabihin ng kusinero ay?
The teacher gives accurate feedback
to the pupil’s correct response.
Pupil 2: Ma’am tagapagluto po.

Teacher Lisa: Tama ang iyong sagot. Ulitin mo nga.

Pupil 2: Tagapagluto po.

HOW TO DO IT
For oral feedback to succeed, whether addressed individually or in whole-class, the teacher should:

1. Identify the learning gap immediately.

2. Provide clear and simple oral feedback.
3. Scaffold for learners’ better understanding.
4. Reinforce by positively responding to the learners’ attempt whether successful or not.

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ILLUSTRATION OF PRACTICE NO. 2:

Written feedback strategies

Teacher Bryan, gives feedback to his Grade 4 class’ artworks after he asks them to paint the
sketched landscape using colors appropriate to their cultural community (A4EL-IIf). Using the
rubrics as the evaluative tool, he writes specific comments for each artwork based on the set
criteria.

Here, the teacher’s written

feedback describes specific
learner performance against
a set of standards in the
rubrics.

Then, he conducts conferencing to discuss, clarify and guide the pupil to identify ways on how
the artwork can be improved.

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The one-on-one conferencing with the

Teacher: Tingnan mo ang feedback form. Paano learner gives the teacher an avenue to
mo kaya mapapaganda ang iyong artwork? (Go clarify the feedback to the learner.
over your feedback form. Can you tell me what do The learner, too, can also ask questions
you think do you need so you can improve your about his performance leading him
artwork?) to reflect and decide to achieve the
learning targets.
Learner: Sir, kailangan ko pa pong gumamit ng
kulay. (Sir, I need to add more colors.)

Teacher: Makatutulongbaiyon? (Will it make your

drawing better?)

Learner: Opo, sir. (Yes, sir.) Teacher, ano pa po

ang pwede kong idagdag sa drawing? (Sir, what
else can I add to my drawing? The learner is given opportunity to
reflect and act on how he can improve
Teacher: Pwede kang magdagdag pa ng nakikita his performance through feedback.
mo sa bukid. (You may add other things that you
see in the farm.)

Learner: Opo, Sir. Pwede pa kong mag drawing

dito ng mga gulay. (Yes, sir. I may draw here
some vegetables.

Teacher: Okey. Puwede mo na ulitin ang iyong

drawing. Okey. (You may draw it again.)

Learner: Yes, sir.

This practice highlights the use of written feedback after a task. Effective written feedback
provides students with a record of what they are doing well, what needs improvement and
suggested next steps. Students and teacher might use a log to monitor whether and how well
the student has acted on the feedback.

HOW TO DO IT

1. Provide a written feedback that is understandable and actionable for the learner.
2. Include where the student has met the learning intentions and/or success criteria.
3. Tell where the learner still needs to improve.
4. Encourage the learner to think through the answer for themselves.

Source: Effective feedback (n.d.)

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ILLUSTRATION OF PRACTICE NO. 3:

Deep Feedback Strategies
Deep feedback strategies generally provide opportunities for teachers to give specific
feedback to the learner to assist them in knowing what is working and the next steps.

Teacher Angeline is Math teacher for tenth graders. She uses deep feedback strategies
so that she can keep track of her learners’ progress after teaching the competency
uses appropriate measures of position and other statistical methods in analyzing and
interpreting research data. M10SP-IVh-j-1.

With the Met, Not Yet Met, I Noticed technique as reflected in the feedback form below,
she has established a system of monitoring each learner’s achievement by putting a
checkmark on the appropriate column.

With this technique, the focus is on aspects of quality or progress within the student’s
work against the criteria that has been set. The teacher provides information that builds
on the student’s strengths, points out an area of concern and gives realistic suggestions
for success.

HOW TO DO IT

1. Evaluate the skills as to whether they are met or not.

2. Provide specific comments on those undemonstrated skills.
3. Let the students review the comments and take actions towards their improvement.

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Here are some other deep feedback strategies that you may use in the classroom.

More of, Less of technique. This technique focuses on helping students to see where to
concentrate their efforts and on what specific aspects. Feedback is given in relation to a
particular criteria with 2-3 suggestions for what the students need to do more of or less
of to be successful on the task.

Key questions technique. This technique focuses on giving students suggestions that
build off their strengths and provide specific information to help them to meet their
target goals. Feedback is given in relation to the criteria using the following questions
as prompts: What’s working? What’s not? What’s next? By giving feedback on what is
working, students can build on their strengths, while considering the next steps and what
is not yet working.

Source: Descriptive Feedback and Some Strategies standardstoolkit.k12.hi.us

ILLUSTRATION OF PRACTICE NO. 4:

Peer Feedback Strategies
Teacher Edna, a junior high school English teacher teaches the competency EN7WC-III-a-2.2:
Compose simple narrative texts. After discussing the features and structure of narrative
texts, she then asks her students to compose their compelling narratives telling their personal
experiences. She then asks each student to exchange the written output with an assigned peer.
Using peer feedback forms, students write their comments on their peer’s narrative which are
eventually shared and clarified during a peer session.

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Transcription of the Peer Session

Student 1: What do you mean by your first suggestion?

Student 2: Maybe you could use adjectives in describing how your feelings that night when
you were alone in the house.
Student 1: Yeah, I see.
Student 2: Instead of saying, I felt afraid, perhaps you could write little details about it.
Student 1: Okay, I’ll do it. How about your second suggestion?
Student 1: I think you use ‘coz three times in your story. Just write because.
Student 2: Okay, I’ll change it.

This illustration of practice highlights the use of structured peer feedback which provides
students with the opportunity to give and receive feedback about ongoing work, especially when
the focus is on improvement rather than grading.

Peer feedback involves students giving and receiving information about performance or
understanding in relation to learning intentions and success criteria. Learning intentions
describe what the learners should know and do after an instructional activity while success
criteria determine how well students have met these learning intentions.

Peer feedback enables students see other students’ work which can deepen their understanding
of the lesson. As a strategy, it also encourages collaborative learning and can build and enhance
students’ capacity for judgement. Students become teachers of themselves and each other, and
learn to self-regulate their learning (Peer feedback, n.d.).

HOW TO DO IT
As a Proficient Teacher, peer feedback works best if you:
1. model and role play how to give feedback in a constructive way
2. explicitly teach students how to provide effective feedback to each other
3. hold students accountable for the comments, suggestions and feedback they give one
another
4. use scaffolds like peer feedback forms, which can be checked by the teacher to provide
more structure to peer conferences.

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Here are other techniques related to peer feedback which you may also use:

• Two stars and a wish: This technique works best for those students who are newly-
introduced to peer feedback. Students are paired up and are asked to write two positive
comments (stars) and one constructive comment (wish) about another student’s work.

• Plus, minus, what’s next: This allows students to comment on what was done well (plus), point
out what should be improved (minus) and suggest a strategy for next steps (what’s next).

• Thinking hats: This technique encourages different students to take various roles in providing
feedback depending on the color of the hats they wear. For instance, a blue hat encourages
students to think about good points in their peer’s work, a red hat lets students to think
critically and find weaknesses; and a green hat inspires students to think creatively and find
other strategies to improve the output.

• C3B4ME (See Three Before Me): This technique urged the students to see three peers and
discuss their work before discussing it with their teacher.
Source: (Peer feedback, n.d.)

LEVELS OF FEEDBACK
As a Proficient Teacher, as we give feedback we should
consider the different levels at which our feedback is
directed, in order of least to greatest impact (Hattie &
Timperley, 2007).

WHAT IS IT?
“
SAMPLE PRACTICE

1. Self Personal evaluation and affect Teacher Kaye, a kindergarten

usually positive about the teacher tells her learner, “Ang
student galing mong kumanta. Very
good! Palakpakan natin siya.
(You’re a very good singer. Let’s
clap our hands for her.”
2. Task Feedback on how well tasks are After reading his learner’s
performed narrative composition, Teacher
Luis, an English teacher for
Grade 5, suggests:
This theme tells the story well.
You may add more details to
make this more interesting.

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LEVELS OF FEEDBACK WHAT IS IT? SAMPLE PRACTICE

3. Process Feedback on the learning A senior high school teacher

processes, underlining or relating gives written feedback in the
to and extending tasks learner’s research paper:
You need to cite your sources
for this information.
4. Self-regulated Feedback on how students Teacher Susan, a Grade
monitor, direct and regulate their 9AralingPanlipunan teacher
own learning facilitated a lesson on the
competency Nakapagsasagawa
ng isang pagpaplano kung
paano makapag-ambag bilang
mamamayan sa pag-unlad ng
bansa AP9MSPIVc-5.
To assess whether her learners
could apply the concept to
their lives, she asked them to
write individual report tackling
one’s roles in nation-building.
A peer feedback session which
engaged the learners in shared
discussion of the reports
followed. Learners were then
asked to reflect and revised
their reports based on the

“
feedback.

Similarly, you should remember the following principles

that describe effective feedback strategy (Nicol &
Macfarlane Dick, 2006).

Effective feedback:

1. helps clarify what good performance is (goals, criteria, expected standards);

Students can only achieve goals or outcomes, if they understand them, assume some ownership of
them and can assess their progress. If students perceive the aims of an assessment task differently
to lecturers/tutors it can affect performance and their ability to use any feedback given.

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2. facilitates the development of self-assessment (reflection) in learning;

Well-organized, self-assessment can lead to significant improvement in learning especially if
integrated with staff feedback. Self and peer assessment processes help develop the skills needed
to make judgements against standards.

3. delivers high quality information to students about their learning;

Feedback tells the students how well they are learning and are supported for high achievement.

4. encourages teacher and peer dialogue around learning;

Discussion with the teacher helps students to develop understanding and correct
misunderstandings and to get an immediate response to difficulties.

Peer dialogue enhances learning as:

o students who have just learned something are often able to explain it in a language and in
a way that is more accessible that teachers’ explanations
o it exposes students to other perspectives on problems and alternative approaches and
methods for addressing problems
o students develop detachment of judgment (of the work from themselves) which they are
able to transfer to assessment of their own work
o it can encourage students to persist and
o it is sometimes easier to accept critique from peers

5. encourages positive motivational beliefs and self-esteem;

Where feedback praises effort, strategic behavior and progress related to the performance in
context. However, the extent of praise must be consistent with the level of performance otherwise
students may be confused by mixed messages.

6. provides opportunities to close the gap between current and desired performance;
Feedback is most useful when students have an opportunity to improve work by being able to
resubmit the work or receiving feedback during the production process (e.g. comments on drafts)
or apply the feedback to a subsequent piece of work. Also, students can benefit from being given
help to develop strategies to use feedback.

7. provides information to teachers that can be used to help shape teaching.

Frequent low stakes assessment (e.g. diagnostic testing) can provide feedback to students on
their learning and information to teachers about students’ level of understanding and skill, so that
teaching can be adjusted to help students close the gap.

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Please bear in mind that feedback may be formative or
evaluative. Formative feedback is diagnostic in nature
and is intended to help the students revise and improve
their work. On the other hand, summative feedback
is a final analysis of students’ output or performance
on which final grades are based (The importance of
feedback to students, n.d.).
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 Use strategies for providing timely, accurate and

MODULE 20
“
constructive feedback to improve learner performance

Having seen how Indicator 5.3.2 can be achieved,

you are now better equipped to support your learners
through providing effective feedback.

Happy teaching!

Other Illustrations of practice

Formative feedback A kindergarten teacher uses star cutouts as rewards for her pupils
who correctly respond to her questions.

During the PE class, a Grade 4 teacher provides oral feedback to

learners on how to execute the dance steps in ¾ time signature.

Summative feedback An elementary teacher uses letter grades to evaluate her pupils’
themes in Filipino.

Through conferencing, a Senior High Practical Research teacher

provides feedback on the research submitted by the students.

Using data from the individual scoresheet, a teacher-paper adviser

gives specific feedback to her campus writer on how the editorial
article be written considering the criteria for language and content.

Descriptive Feedback In a junior high school, a Math teacher uses specific information in
the form of written comments for the students who failed to solve
the equations accurately.
Non-verbal cues as feedback A junior high school teacher uses facial expressions and voice tone
to signal her agreement or disagreement with students’ responses.

Online feedback After encouraging the students to write travelogues in their blogs, a
teacher writes his feedback through comments.
Other experts’ feedback A Senior High School Cookery teacher invited restaurant chefs as
evaluators during the food festival the students have prepared. The
chefs are then encouraged to present their feedback during the
program.

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PROFESSIONAL DEVELOPMENT PLAN

After you have explored the different key concepts and illustrations
of practice for providing feedback to students, you now have a better
appreciation of this indicator. Based on your learning in this module,
think of what you can do to strengthen it.

Fill in the personal action plan below.

STRENGTHS DEVELOPMENT NEEDS ACTION PLAN TIMELINE RESOURCE NEEDED

What are the skills you are What are the skills you What can you recommend When will you implement What assistance/
good at? need to improve? for your development your plan? resources do you need to
intervention? implement the plan?

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Happy planning!

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MODULE 20
constructive feedback to improve learner performance

RESOURCE LIBRARY

Bibliography
This section provides you resources with annotations that can help
you further understand the indicator.

“
Black, P., & William, D. (2009). Developing the theory of formative assessment. Retrieved from
https://kclpure.kcl.ac.uk/portal/files/9119063/Black2009_Developing_the_theory_of_
formative_assessment.pdf
The writers explain the formative assessment within the broader theories of pedagogy.

Department of Education. (2016). K to 12 curriculum guide for araling panlipunan. Retrieved

from http://depedbohol.org/v2/wp-content/uploads/2016/03/AP-CG.pdf
This document presents the curriculum for Araling Panlipunan for Grades 1-10.

Descriptive feedback and some strategies. (n. d.). Retrieved from Standards Toolkit website
http://standardstoolkit.k12.hi.us/wp-content/uploads/2013/01/CCR.Protocol_1.
Descriptive_Feedback_Strategies.pdf
This offers teaching strategies that foster deep feedback to students.

Doughney, L. (2014). Providing feedback to students. Retrieved from https://arts.unimelb.edu.

au/__data/assets/pdf_file/0004/1722397/providing-effective-feedback-to-students.pdf
This explains the research-based principles of effective feedback.

Effective feedback. (n.d.). Retrieved from Education Standards Authority website https://
educationstandards.nsw.edu.au/wps/portal/nesa/k-10/understanding-the-curriculum/
assessment/effective-feedback

Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1),
81-112. https://doi.org/10.3102/003465430298487
The writers present the conceptual analysis of feedback and reviews the evidence related
to its impact to learning and achievement.

Learning intentions and success criteria. (n. d.). Retrieved from Australian Institute for
Teaching and School Leadership Limited website https://www.aitsl.edu.au/docs/
default-source/feedback/aitsl-learning-intentions-and-success-criteria-strategy.
pdf?sfvrsn=382dec3c_2
This online resource tells the importance of learning intentions and success criteria in
giving feedback to students.
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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 Education,
31(2), 199-218. https://doi.org/10.1080/03075070600572090
The writers offer good feedback practices in the context of self-regulated learning.

Peer feedback. (n.d.). Retrieved from Australian Institute for Teaching and School Leadership
Limited website https://www.aitsl.edu.au/docs/default-source/feedback/aitsl-peer-
feedback-stratedy.pdf?sfvrsn=372dec3c_2
This online resource describes peer feedback as an effective strategy to support
student learning.

Phase 3 – Feedback to students. (n.d.). Retrieved from http://www.ssgt.nsw.edu.au/feedback_

to_students.htm
This online resource discusses the different types of feedback for students.

Philippine Professional Standards for Teachers. (2017). Pasig City: Department of Education.
Retrieved from http://www.deped.gov.ph/wp-content/uploads/2017/08/DO_
s2017_042-1.pdf
This defines teacher quality in the Philippines. It uses standards that describe the
expectations of teachers’ increasing level of knowledge, practice and professional
engagement.

Reynolds, L. (2017). 20 ways to provide effective feedback for learning.

Retrieved from https://www.teachthought.com/technology/20-ways-to-provide-
effective-feedback-for-learning/
The writer presents several techniques in providing effective feedback for learning.

The importance of feedback to students. (2011). Retrieved from

https://www.epigeum.com/downloads/uct_accessible/us/06_mark/html/course_
files/3_10.html
This online article explains the significance of feedback to various teaching contexts.

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 Use strategies for providing timely, accurate and

MODULE 20
constructive feedback to improve learner performance

TEACHER EDUCATION COUNCIL

Leonor Magtolis Briones Evelyn G. Chavez, Ph.D. Lorina Y. Calingasan, Ph.D.
Secretary Mindanao Zonal Representative Social Studies Subject Representative
Department of Education
Lourdes R. Baetiong, Ph.D. SECRETARIAT
Allan B. De Guzman, Ph.D. Language Subject Representative Runvi V. Manguerra, Ph.D.
Luzon Zonal Representative Executive Director II
Myrna B. Libutaque, Ph.D.
Rita May P. Tagalog, Ph.D. Mathematics Subject Jayson A. Peñafiel
Visayas Zonal Representative Representative Education Program Supervisor

ACKNOWLEDGMENTS
PROJECT TEAM WRITER-COORDINATORS Christopher A. Cantos
Carmina L. Patriarca
Philip Jay N. Alcoberes, Ph.D. Jennifer E. Lopez Ma. Julieta San Jose
Senior Program Manager and Project OIC Director III Nancy D. Landicho
Leader Bureau of Human Resources and Merlinda C. Dominguez
Organizational Development Vilma S. Fernando
Christine Reading, Ph.D. Joyce Karen D. Dulnuan
Senior Research Fellow Maria Concepcion Beltran - Montenegro Isabel U. Bongtiwon
UNE-SiMERR Faculty, Ateneo de Manila University Miltrudes A. Dango
Delia A. Macalalad
Jan Albert G. Suing WRITERS Leonora C. Rubio
Research Officer Alfred James A. Ellar, Ph.D. Imee P. Aldea
PNU-RCTQ Annie Michelle F. Laurzano Ronald C. Dumapias
Arcangel Q. Bañez Jr. Jose Ariel S. Padsoyan
Rejelyn L. Vega Domingo R. Cueto Ronald C. Lontoc
Research Officer Gregorio T. Mueco Merlyn Conchita O. De Guzman
PNU-RCTQ Hermes P. Vargas
John Paul O. Dela Rosa EDITOR
May Grace D. Salazar Leonore L. Mingo, Ph.D.
PNU-RCTQ and UNE-SiMERR National Ma. Regaele A. Olarte
Research Centre Ryan G. Dela Torre GRAPHICS & LAYOUT ARTIST
Shiela Nina L. Rea-Santes Raymond S. Bermudez
Gina O. Gonong, Ph.D. Vilma A. Buhay
Director, PNU-RCTQ
REVIEWERS PNU PRESS
Jennie V. Jocson, Ph.D. Neil Vincent C. Sandoval, Ph.D.
Deputy Director, PNU-RCTQ Allen U. Bautista. Ed.D.
Vivian Buhain, Ed.D. Special Thanks
Allan S. Reyes. Ph.D. Leonardo Munalim, Ph.D.
Senior Program Manager, PNU-RCTQ Amparo M. Muñoz, Ed.D. AUSTRALIAN EMBASSY
Mary Ann P. Malipe
John Pegg, Ph.D. Jacinto S. Bose Francesca Lawe-Davies
Director, UNE-SiMERR Karen Clarissa L. Perez First Secretary-Education
Francis G. Baltazar
Joy Hardy, Ph.D. Marcela B. Lazaro BASIC EDUCATION SECTOR
Deputy Director, UNE-SiMERR Ofelia C. Ribot TRANSFORMATION (BEST)
Mercedes S. Oplas PROGRAM
Ken Vine, Ph.D. Maricel D. Ambid Alison Atwell, Ph.D.
Principal Research Adviser Bobby P. Caoagdan Team Leader
UNE-SiMERR Eliseo P. Buhain
Leah C. Vidal
Support Staff Odessa R. Duping
Silvia Danieli, FCA, MBA, B Bus Estrella B. Bulay Special thanks: All Regional
June Billings Christine Joy T. Beloken
Ambrose McDermott Richard Rizalino S. Salazar Directors, Superintendents and
Pamela L. Lamparas Gemma S. Santiago Principals who supported the
Beverly E. Estocapio Lederma A. De Guzman
Ruby Ann G. Gantalao Marvin R. Victorio Project
Michael Wilson I. Rosero Jobert Rodriguez
Mikkey Mari M. Tuazon Diane Marie B. Lavarias
Sarah Joy T. Alimboyong Aileen I. Carbonell
Rey L. Galido Jennie Joie A. Malangis
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