INTEGRATING FEEDBACK AND ASSESSMENT IN STAFF TRAINING: CHALLENGES AND FUTURE IMPLICATIONS

Igballe MIFTARI-FETISHI

Abstract

The paper examines and discusses the importance of feedback and assessment throughout the academic year. It argues that both concepts should be interchangeably used by teachers in order to monitor two things: students' progress and success and the effectiveness of the course. The misconception tied to the necessity of feedback and assessment only at the end of the term, in midterms and exams is one that is also discussed. Hence, the main aim of the study is emphasizing the need for ongoing assessment, monitoring the process and progress and evaluating the outcomes and the gained feedback. The term feedback is used for both teacher feedback and correction and for student feedback on the course. The training with academic staff not only initiated the debate on the importance of gathering students' insights and comments but also helped in identifying key strategies for enhancing learning outcomes, staff engagement, and continuous improvement in professional development initiatives. Questions related to the debate are as follows: How do I understand the terms feedback and assessment? How do I implement them in my course? Provide examples and share with the others. etc. Participants shared ideas using the art gallery walk and summarized the features of the tasks by identifying the outcomes of the process and overall success of the tasks used in their courses. Findings highlight the critical role of timely, structured feedback and ongoing assessment in aligning training with the course goals and the academic needs. The paper also provides practical recommendations for designing effective tools (and tasks) that help the process of gathering results, emphasizing that a spontaneous ongoing procedure without student stress and anxiety and without the standard-based assessment criteria facilitates the process of learning.

Pages: 147 - 155