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Feedback and review process, act on results

The results of an assessment should be explained to the trainee. The trainee, on the other hand, should also be allowed to comment and express his/her impression of the assessment.

In terms of formative assessment, the aim is, to provide systematic feedback on the learning accomplished, help learners to understand their learning and motivate them for further education and training.

With the shift in education systems towards building qualifications from (more or less) independent learning units, formative assessment, that is, the development of a feedback culture and standards, has gained in significance.

Feedback has a significant impact on learning. The main objectives of feedback are to:

justify to trainees how their mark or grade was derived
identify and reward specific qualities in their work
guide students on what steps to take to improve
motivate them to act on their assessment
develop their capability to monitor, evaluate and regulate their own learning

To benefit trainees‘ learning, feedback needs to be:

Constructive:
As well as highlighting the strengths and weaknesses of a given piece of work, it should set out ways in which the student can improve the learning process.
Timely:
Give feedback while the assessement is still fresh in a student's mind.
Meaningful:
It should target individual needs, be linked to specific assessment criteria, and be received by a student in time to benefit subsequent learning.

Feedback is valuable when it is received, understood and acted on. How students analyse, discuss and act on feedback is as important as the quality of the feedback itself. Through appreciative feedback, students come to understand how to develop their learning.

Example: Feedback "S move" at Audi AG

Feedback Trainer -> Trainee

Technical competencies Knowledge + Skills Perceptive faculty	Personal competencies Transfer skills Performance and dedication Dependability and diligence Confidence and self assurance	Social competencies Cooperation
		Entrepreneurship Orientation towards cost effectiveness and quality

Feedback Trainee -> Trainer

Technical competencies Knowledge and skills gained	Support Support received Resources provided Emerging problems solved	Encouragement for self-reliance Involved in work process and allowed to try out new techniques Could plan and carry out tasks independently
Guidance Comprehensible explanations Learning objectives attained Relevance of tasks for overall operations explained	Co-operation Trainer was available when necessary Communication ensured Feedback on training progress

Source: Anjo Berz, Bildungswesen Audi AG: Berufsausbildung bei Audi, Berufsbildungsforum Gundelfingen, 27.04.2011

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