The Use of Enhanced Formative Feedback to Address Teachers’ Challenges in Providing Timely Feedback in Printed Modular Distance Learning

Abstract

The use of formative feedback in the assessment will help learners’ knowledge and skill acquisition. This also provided a wide opportunity for the children to express themselves and help them build new skills and knowledge easily. It also represents information communicated to the learner that is intended to modify the learner’s thinking or behavior to improve learning.
This study used the descriptive method involving 3,168 teachers who formed part as respondents during the survey. It was found that most of the teachers encountered very challenging experiences in giving feedback in the results of formative assessment and providing feedback is not timely and immediate considering the modality used in distance learning.
Purposive sampling was used in the selection of teachers to become the development teams in designing formative feedback sheets in printed learning materials. The study designed a 4-step process for developing formative feedback sheets in the learning materials. Formative Feedback Sheets were developed and utilized in the whole Division of Surigao del Sur across Grade 6, 10, and 12 levels. During the survey at the end of the implementation, findings revealed that there is a reduction in the number of teachers who experience very challenging situations in the provision of immediate feedback to learners. Results also revealed that the use of formative feedback in the learning materials addresses teachers’ difficulty in the provision of immediate feedback.  Furthermore,  the formative feedback sheets attached to the learning activity materials become one tangible alternative to the scaffold of learning in distance education.