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:
To benefit trainees‘ learning, feedback needs to be:
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.
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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