The feedback teachers provide to students has significant implications for achievement and learning.
Feedback is most effective when it is goal-focused, specific, and immediate. Formative feedback extends beyond the assignment of scores—it should be delivered in a way that will decrease the discrepancy between what the teacher expects to see from a particular student and what they observe.
In this subscale, we hope to provide teachers with information on students’ perceptions of the frequency and quality of feedback in the classroom. Some items in this subscale also address the degree to which feedback is consistent with a mastery orientation.