Feedback on assessment: a dynamic factor in an iterative educational cycle

Abstract

With the move to a student-centered educational system, constructive feedback on learners assessment is becoming more of an important factor in the learning cycle at all levels. This work is an analysis of the assessment component in the educational system. It aims to present this particular component as the most dynamic factor in the iterative learning process. It will detail the results of focus groups conducted at the Counseling Center at the University of Balamand in Lebanon which will project the point of view of university students on the importance and effectiveness of the feedback they are given on any form of assessment. Additionally, the work presents views of educators in that respect, reflecting on whether feedback on assessment is seen as an iterative component in the learning cycle or is it viewed as the end of a path converging towards a focused educational goal. The work aims to reflect on the efficiency, role, and satisfaction of all stakeholders in that respect.