Journal of Education and Practice www.iiste.org ISSN 2222-1735 (Paper) ISSN 2222-288X (Online) Vol.4, No.11, 2013 47 Effective Feedback Practices in Formative Assessment : Recognizing the Relevance Tripti K Srivastava 1 , Lalitbhushan S Waghmare 2 , Sunita J Vagha 3 ,Ved Prakash Mishra 4 1. Associate Professor, Physiology, JNMC, Datta Meghe Institute of Medical Sciences (DU), Sawangi(M), Wardha, India, 442004 2. Associate Professor, Dean, Interdisciplinary Sciences, Physiology, JNMC, Datta Meghe Institute of Medical Sciences (DU), Sawangi(M), Wardha, India, 442004 3. Professor & Head, Pathology, JNMC, Datta Meghe Institute of Medical Sciences (DU), Sawangi(M), Wardha, India, 442004 4. Chief Advisor, Datta Meghe Institute of Medical Sciences (DU), Sawangi(M), Wardha, India, 442004 *drtriptisrivastava@yahoo.co.in Abstract Feedback is proposed to be a critical element of formative assessment (FA) but evidence reflects its sparse and incongruous implementation . Current study on feedback sessions post formative assessment was undertaken to establish the extent to which it can make significant contribution in improving learning outcomes and the learners’ perception about the same when compared to written feedback comments in answer sheets, which is a routine practice. An Experimental, Randomized, Controlled study with sample population being students in first phase of medical curriculum , were randomized into cases (n= 37) and matched controls ( n= 38) . The cases underwent feedback sessions after formative assessment. Difference in scores between cases and controls in Summative assessment was statistically significant (P = 0.002). Scores in formative and Summative assessment was statistically non-significant (p = 0.30) within controls (n=38) and statistically significant (P = 0.006) within cases ( n= 37). Qualitative analysis was done for comparing the utility and efficacy of feedback sessions compared to written comments on answer sheets. Study concludes that feedback sessions post - formative assessment, irrespective of success, may determine greater involvement of students in learning process and improve learning outcome. The tutors should be made aware of proper feedback techniques and tailor feedback sessions according to specific needs. Students should be made conscious of various assessment process so that they become cognizant of seeking feedback. Keywords : Formative assessment , Written comments , Feedback sessions 1. Introduction Assessment of students’ academic achievement is a basic step in any educational project since it provides information about attainment of specific learning objectives. Educational experts recommend earnestly the use of multiple formative assessments (FA) in addition to summative (18). The purpose of formative assessment is to provide direct and specific feedback about the learning and teaching processes. It should provide benchmarks to orient the learner who is approaching a relatively unstructured body of knowledge (15, 18 ). An exploration of the existing educational literature emphasizes the need of feedback in FA to adjust ongoing teaching , learning and achievement of intended instructional outcomes. An assessment becomes formative when the evidence is actually used to adapt the teaching to meet student needs (16,17). By definition, feedback is “A communication technique in which the teacher provides information to learners about their progress in mastering certain skills or achieving learning objectives of the course”. It helps learners to maximize their potential at different stages of training, raise their awareness of strengths and areas for improvement, and identify actions to be taken to improve performance. Giving feedback can be seen as part of experiential learning (10) and serves that ideas are formed and modified through experiences. However; it is evidenced that written comments on answer sheets after FA is the most common form of feedback practiced in medical schools; which is faulty (9). It fails to offer guidance on how performance can be improved. Significant number of students do not understand it or do not consider it worthy to be comprehended (6). Accounting for this situation by simply blaming students is an inadequate explanation. The current study on FA and verbal feedback is undertaken to establish the significant role of feedback dialogues in influencing learning outcomes with an earnest attempt to emphasize the mode and manner in which feedback should be practiced to maximize its potential. 2. Material and Methods An Experimental, Randomized , Controlled, Single blind study was conducted in Department of Physiology and Department of Health Professions Education, JN Medical College, DMIMS (Deemed