Role of Classroom Assessment and Feedback Techniques in Improving Learning Outcomes at Secondary Level
DOI:
https://doi.org/10.62497/irjed.169Keywords:
classroom assessment, feedback techniques, learning outcomes, secondary education, formative assessment, summative assessment, teaching effectiveness, academic performance, peer assessment, student engagement, educational qualityAbstract
Background: Classroom assessment and feedback play a pivotal role in promoting effective teaching and learning, particularly in secondary education. Continuous assessment provides valuable insights into students’ academic progress, while timely and constructive feedback enhances motivation, engagement, and overall achievement. Understanding how assessment and feedback techniques influence student learning outcomes is essential for improving teaching effectiveness in schools.
Objectives: This study aimed to investigate the relationship between classroom assessment practices, feedback techniques, and learning outcomes among secondary school students. It focused on how formative and summative assessment methods, combined with different feedback approaches, contribute to students’ academic performance and engagement.
Materials and Methods: A quantitative descriptive-comparative research design was employed, involving 180 participants (150 students and 30 teachers) from both public and private secondary schools. Data were collected through structured questionnaires and classroom observations, and analyzed using descriptive statistics, comparative tests, and Pearson correlation via SPSS. The research instruments demonstrated strong reliability (Cronbach’s alpha = 0.85).
Results: Findings revealed a strong positive correlation between feedback techniques and learning outcomes (r = 0.76, p < 0.01), and between formative assessments and academic performance (r = 0.72, p < 0.01). Teachers and students both perceived feedback as clear, timely, and motivating. However, peer and self-assessment practices were less frequently implemented, indicating areas for professional development.
Conclusion: The study concludes that effective classroom assessment and feedback practices significantly enhance secondary school students’ learning outcomes. Integrating formative assessment, constructive feedback, and reflective evaluation promotes deeper learning and sustained achievement. It is recommended that teachers receive continuous professional training to strengthen assessment literacy and feedback delivery.
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