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Download research for Senior high sample and more Study Guides, Projects, Research Mathematics in PDF only on Docsity! IMPACT OF FEEDBACK AS FORMATIVE ASSESSMENT ON STUDENT PERFORMANCE A Research Presented to the Faculty of the Senior High School Our Lady of Fatima School Bucay, Abra In Partial Fulfillment for the Subject Practical Research MARC RHOWEN ROSALES KRISHA CABARRUBIAS JAN ELJEAN TABERDO JAY LORENZ ZALES JHENTRIX CLAOR AMIRA BERNESE MARCH 2019 Chapter 1 THE PROBLEM Background of the Study The value of providing useful feedback to students, and the appropriateness of the way in which this is accomplished, cannot be overstated. Nicol and MacFarlane- Dick (2006). Following a comprehensive review of the literature on formative assessment, propose seven principles of good feedback practice to facilitate the development of student self-regulation and to aid in the active construction and acquisition of knowledge and skills by students. Firstly, they hypothesize that good feedback practice helps clarify what good performance is, possibly by providing students with written documentation outlining assessment criteria that define various levels of achievement; rubrics, then, are key, particularly ones that are clearly articulated and involve concrete, measurable outcomes. Secondly, Nicol and MacFarlane-Dick proposed that good feedback practice facilitates the development of self-assessment and reflection in learning; structured opportunities for self-monitoring comprise a critical part of the process. Thirdly, they advocated the delivery of high quality information to students about their learning, where quality can be interpreted as insight that focuses not only on pinpointing strengths and weaknesses in student work but also offering corrective, constructive advice for improvement that relates back to the goals of the assignment. are currently impossible to anticipate; this can only be accomplished, they argue, if students are encouraged to learn for understanding, a process which encompasses ongoing mental activity through the construction of relationships, the application of existing knowledge, the practice of self-reflection, an articulation of what has been learned, and a sense of ownership that makes the learning process personally relevant. Their recommendation is that learning activities must include first-hand application and practice, a more active than passive sort of learning, so that students become engaged with the material in a meaningful way. There are multiple observations made throughout the literature on ways to support meaningful learning and teaching for understanding that highlight the importance of scaffolding the learning process and providing constant feedback to students. Darling- Hammond (2008) asserts that using feedback and formative assessment continuously has incalculable implications for effective teaching and learning. She notes that structuring performance-based assessments thoughtfully and concretely allows students to stretch beyond a rudimentary demonstration of their abilities and encourages them to improve upon their own work. Moreover, teachers can benefit from crafting appropriate formative assessment measures by using these as diagnostic tools and becoming more reflective and intentional about their own pedagogical practices, and similarly, students who engage in self-assessment assume greater responsibility for their own learning. She refers to studies across various disciplines which have consistently shown that effective teachers facilitate the process of meaningful learning 4 by scaffolding the learning process, assessing student learning continuously, and providing clear standards and constant feedback. Earlier work by Perkins (1993) likewise prioritizes the provision of meaningful formative assessment in teaching for transfer and understanding .He argues that there must be a combination of active engagement or performance on the part of the students and ongoing, rich, appropriate feedback provided by the instructor .While Perkins(1993;1998) focused his researches on improving teaching approaches aimed at middle-school children, he was highly influential in describing understanding as a form of performance or action, challenging the prevailing misconceptions that understanding is something that could be known, perceived, or possessed. Accordingly, he recommends using ongoing assessment and informative feedback so that both the teacher and student are able to evaluate whether understanding is actually taking place during the learning process. Wiske (1999) describes this pedagogical approach as a performance view, one which encourages students to spend the greatest amount of time possible progressing from “messing about guided inquiry to culminating performances” In a monograph that changed the conceptualization of assessment, Michael Scriven (1967) argued for differentiating the summative and formative roles of curriculum evaluation. Presently, there appears renewed interest in the use of formative assessment as a means of improving student learning. In their review of the literature, Black and Wiliam (1998) proposed that the core activity of formative assessment comprised two types of information: (a) learners’ current knowledge set and (b) the desired knowledge set as 5 prescribed by the instructor, curriculum, or students’ personal standards. The discrepancy between the two knowledge sets represents a gap that is closed by the learner achieving the final goal. They also proposed two additional components of formative assessment: (a) the perception in learners of a gap between a desired goal and their present state of knowledge, skill, or understanding and (b) the action taken by learners to close that gap in order to achieve the desired outcome. The action taken by a learner in response to information about the discrepancy depends heavily on the nature of the message, the way in which it was received, the way in which perception of a gap motivates a choice of available courses of action, as well as the working contexts in which that action may be carried out. Students’ dispositional characteristics, such as their self-efficacy beliefs (Ames, 1992; Craven, Marsh, & Debus, 1991) and goal orientation (Dweck, 1986; Tubbs, Boehne, & Dahl, 1993) as well as temporary affective states (Derryberry, 1991; Ilies & Judge, 2005), are influenced by and, in turn, influence learners’ response to the information about the existing discrepancy between the actual and the objective knowledge sets. In order for assessment to facilitate learning, students need to receive information about their performance and the existing discrepancy between the actual and the desired state, and effectively process that information. This information is commonly referred to as feedback (Ilgen & Davis, 2000; Kluger & DeNisi, 1996). Although some approaches to learning do not explicitly include feedback as an important consideration (e.g., instruction-induced self-questioning; Wong, 1985), the key role of external feedback in providing connections between students’ current and 6 6 referred to as the task level and included feedback about how well a task was being performed. Corrective feedback and references to neatness and other aspects of the task accomplishment were among the most common types of the task level feedback. The second level, the process level, involved feedback about the processes underlying the tasks. This more complex type of feedback related to students’ strategies for error detection and increased cue searching and task processing that led to improved understanding. The self-regulation level followed the process level and was geared toward promoting students’ selfmonitoring, directing, and regulating of actions. Finally, the self level included personal evaluations and affective reactions about the learner’s personality. The process and self-regulation levels of feedback were believed to be best suited for promoting individuals’ improvement, with the self level being the least effective (Hattie & Timperley, 2007). Several studies investigating the impact of grades on students’ learning presented evidence in agreement with Butler’s (1988; Butler & Nisan, 1986) and Elawar and Corno’s (1985) findings. For example, in an experiment conducted by Grolnick and Ryan (1987), students who were told they would be graded on how well they learned a social studies lesson had more trouble understanding the main point of the text than did students who were told that no grades would be involved. Even on a measure of rote recall, the graded group remembered fewer facts a week later. Another study presented the evidence that students who tended to think about the material they study in terms of what they would need to know for a grade were less knowledgeable 9 9 than their counterparts (Anderman & Johnston, 1998). The explanations of negative effects of grades on students’ performance vary. Butler and Nisan (1986) and Butler (1988) proposed that normative grades informed students about proficiency relative to others, whereas individualized comments created clear standards for self evaluation specific for the task. The researchers discussed these results in terms of cognitive evaluation theory and posited that even if feedback comments were helpful for students’ work, their effect could be undermined by the negative motivational effects of the normative feedback, that was, by giving grades and scores (Butler, 1988). In addition to the motivational explanations, the negative impact of grades on students’ performance can be explained by feedback intervention theory (Kluger & DeNisi, 1996). This theory suggested that the optimal feedback should direct individuals’ attention to the details of a specific task and to learning methods that would help achieve desired results. Based on this logic, letter grades and numerical scores would tend to channel students’ attention to the self and away from the task, thus leading to negative effects on performance (Siero & Van Oudenhoven, 1995; Szalma, 2006; Szalma, Hancock, Warm, Dember, & Parsons, in press). Elawar and Corno (1985) looked at their findings through the lens of cognitive theory and research, which emphasized the importance of deep processing when acquiring complex information. Comments provided by teachers turned students’ attention to relevant, specific information, stimulated mental elaboration, and as a result, boosted performance. Grades, perceived as reinforcers and punishers, which 10 0010 were believed to be controlling and lacking specificity, led to inhibition of students’ cognitive processes and slower progress of learning. The argument that grades are detrimental to students’ performance is commonly heard, but it is not the only one in the field of assessment. In an attempt to refute a commonly voiced urge to 6 abolish grades, Marzano (2000) stated that the most important purpose for grades was to provide feedback to students, and if referencing for grading was content specific, letter grades and numerical scores would lead to an increase in students’ performance. He postulated that if students had a clear understanding of the requirements of the task and if grading was based on students’ achievement and effort only, students could increase their level of knowledge and understanding based on grades alone. Guskey and Bailey (2001) took a similar stance on the issue of grades. They suggested that if grading was done properly, an increase in students’ academic attainment would follow. To back up their argument, the authors described a study conducted by Page (1958). In his study, Page had school teachers provide feedback of three kinds: a numerical score and a corresponding grade, standard comments and a grade, and detailed comments and a grade. The analysis showed that students who received detailed comments in addition to a numerical score and a grade outperformed the other two groups. Additionally, students who received a grade followed by standard comments performed significantly better than students in the grade-only group. Based on these results, Page concluded that grades could be effective for promoting students’ learning 11 11 processing job. The results showed that computerized feedback was more trusted and led to stronger feelings of self-efficacy, to more strategy development, and to better performance compared with identical feedback coming from a supervisor. These findings seem to support the argument of those researchers who believed that computers are perceived by individuals as neutral tools and, consequently, unbiased sources of 11 information. Because machines do not elicit affective responses from individuals, cognitive resources get directed toward tasks resulting in an increase in performance. The results can also be explained with feedback intervention theory (Kluger & DeNisi, 1996). Feedback provided by the supervisor could have directed participants’ attention to meta-task processes, such as evaluating the intentions of the supervisor and their implications for goals of the self, whereas the computerized feedback directed attention to the task and to the task details. A more recent study was conducted by Mishra (2006), who investigated the effects of feedback provided by computer. Analysis of the results showed that computer-provided feedback made a significant difference in the participants’ motivation and affect. Praise provided by the computer had a uniform positive impact on participants’ motivation and affect, therefore providing support for the CASA paradigm. Mishra’s study provided initial answers to questions concerning individuals’ reaction to computer-provided feedback. It showed that students formed affective reactions toward feedback provided by the machine, but the nature of the differences 14 14 between their reactions to computer-provided feedback and their reactions toward human-provided feedback remained unclear. 15 Conceptual Framework The model presented below provides a better way of understanding the research problem. Figure 1 Research Paradigm 15 16 Moderating Variable Personal Profile: a.Age b.Gender c.Year Level Dependent Variable The Performance of the students in the school Independent Variable Effect of Feedback in terms of: a. Academic b. School activities c. Behavior Significance of the Study This study hoped to serve as baseline information to Our Lady of Fatima School and other schools so that they may apply better knowledge about giving feedback as formative assessment. Specifically, the results of this study will be beneficial to the following: Diocesan School Administrators. This study will be significant to the school administrators because this will serve as their guide in making decisions in terms of giving feedback to the students as formative assessment. School Teachers. This will be essential to them as they play an important role in teaching-learning process. If they know what to do as a teacher, they will know how to approach their students in terms of giving feedback. Students. This will also benefit the students for this will also be a guide for them in making decisions in terms of giving feedback to their fellow classmates Future Researchers. This study will serve as their basis for future related researches. Parents. This study will also be helpful for parents for they will know and understand the effects of giving feedback to their children. 19 Operational Definition of Terms The following terms are operationally defined to understand the study. Feedback occurs when outputs of a system are routed back as inputs as part of a chain of cause-and-effect that forms a circuit or loop. The system can then be said to feed back into itself. The notion of cause-and-effect has to be handled carefully when applied to feedback systems: Simple causal reasoning about a feedback system is difficult because the first system influences the second and second system influences the first, leading to a circular argument. This makes reasoning based upon cause and effect tricky, and it is necessary to analyze the system as a whole. — Karl Johan Åström and Richard M. Murray, Feedback Systems: An Introduction for Scientists and Engineers Formative assessment, including diagnostic testing, is a range of formal and informal assessment procedures conducted by teachers during the learning process in order to modify teaching and learning activities to improve student attainment. It typically involves qualitative feedback (rather than scores) for both student and teacher that focuses on the details of content and performance. It is commonly contrasted with summative assessment, which seeks to monitor educational outcomes, often for purposes of external accountability. 20 In his review of the research, Terrance Crooks (1988) reports that effect sizes for summative assessments are consistently lower than effect sizes for formative assessments. In short, it is formative assessment that has a strong research base supporting its impact on learning. Performance is the accomplishment of a given task measured against preset known standards of accuracy, completeness, cost, and speed. In a contract, performance is deemed to be the fulfillment of an obligation, in a manner that releases the performer from all liabilities under the contract. Student is primarily a person enrolled in a school or other educational institution who attends classes in a course to attain the appropriate level of mastery of a subject under the guidance of an instructor and who devotes time outside class to do whatever activities the instructor assigns that are necessary either for class preparation or to submit evidence of progress towards that mastery. In the broader sense, a student is anyone who applies themselves to the intensive intellectual engagement with some matter necessary to master it as part of some practical affair in which such mastery is basic or decisive. Teacher is a person that teaches something especially; a person whose job is to teach students about a certain subject. 21 21 Data Gathering Procedure The researchers requested a permission from the school principal, advisers and students to float the questionnaires to the respondents. After attaining their permission, the researchers oversaw the questionnaires to the respondents. These questionnaires were given personally by the researchers. Once the respondents were already done answering the questionnaires, it was instantaneously recovered and was kept until all questionnaires were completed. The accomplished questionnaires were tallied by the researchers and it was given to their statistician for statistical treatment of the data. After tallying, the researcher was arise to the presentation, analysis and interpretation of data with the help of the statistician. After finishing all the presentation, analysis, and interpretation of data, the summary, conclusions and recommendations were made by the researchers according to the findings of the study. When the researchers completed their study, it was checked by their adviser and was endorsed for final oral defense. 24 Statistical Treatment of Data In this statistical treatment of data, the following statistical tools will be used: a. Frequency, Counts and Percentage. These were used to describe the profile of the respondents of this study. b. Weighted Mean. This was used to determine the level of student performance in the school. c. Person Product Mean & Correlation. This was used to determine the significant relationship between the profile of the respondents and the impact of feedback as formative assessment of the student performance. 25 Chapter 3 PRESENTATION,ANALYSIS AND INTERPRETATION OF DATA This chapter provides appropriate analysis and interpretations of the answers to the questions raised in this study. Problem 1. What is the profile of the Junior High students of Our Lady of Fatima School along: A. Personal; a. age b. gender c. Year Level Table 1a. presents the personal profile of the Junior High Students of Our Lady of Fatima School. Age N % 12-13. 69 45.10 14-15 72 47.06 16-17 11 7.19 18-above 1 0.65 Total 153 100.00 Gender Male 78 50.98 Female 75 49.02 Total 153 100.00 Year Level Grade 7 52 33.99 Grade 8 24 15.69 Grade 9 43 28.10 Grade 10 34 22.22 Total 153 100.00 On the other hand, the lowest mean of 1.68 signifies that the Junior High students’ tardiness is Not Effective. This further implies that the Junior High students are seldom late, this means that the feedback they receive doesn’t affect their everyday life in going to school. Moreover, the Junior High students claimed that “ they use the feedback they receive as an inspiration to do well in school”(x=2.96) described as “Moderately Effective”. This means that the Junior High students are capable to understand the feedback they receive, moreover, it tells that they know how to process the information they get from others and make them into ideas that are beneficial to one self. They also admitted that “their attitude towards their classmates and teachers is good” (x=2.91) with the descriptive rating “Moderately Effective”, wherein the students show kindness towards others even if they were given a feedback. According to Borich & Tombari, (1997; Eggen & Kauchak, (2004), the immediacy of feedback is important because it provides students with information about how well they are doing. If the behavior is incorrect, the immediate feedback allows the learners to make corrective modifications and prevents continued practice of the incorrect behavior. On the other hand, if the behavior is correct, immediate feedback can motivate students to continue. In addition, feedback gives learners information about the progress they make towards their goals 29 31 They also receive feedback from their classmates and teachers”(x=2.73) which is inevitable because everyone of them are always disparaged so they usually receive feedbacks from their fellow students and teachers in a positive way or negative way, “and also manage to have average grades”(x=2.69) the students are triggered to do well in school because of feedback, they know what to do and what to avoid. Even if they commit mistakes or experience failure they still managed to overcome it and improve their performance in terms of academics, thus, their grades are average because they can easily understand the use of feedback as formative assessment, and “to manage not to be late”(x=2.68) mostly of the students came from different places and some are from afar and some are just near the school, when a student is late they receive feedback from their teachers and is found effective which is most students come early in the school, formulated as “Moderately Effective” According to McClenaghan and Ward (1987), feedback has two important functions. First, it can motivate students, and second, it can provide information that they can use to correct or improve their learning. Also “they use the feedback they receive as an inspiration to do well in school” (x=2.96) most of them doesn’t look in the negative side of a feedback, thus, even they receive a negative or positive feedback they can accept what is told to them and think of it in a positive way possible so that they can use it as an inspiration to do 31 30 well in school. Moreover they admitted that even if they receive feedback it doesn’t matter if what others say it’s about how others say it, they learn from their mistakes and from their successes , therefore, the feedbacks they receive doesn’t make them down but to raise them up and to motivate them to do well in school. According to Darling- Hammond (2008) asserts that using feedback and formative assessment continuously has incalculable implications for effective teaching and learning. She notes that structuring performance-based assessments thoughtfully and concretely allows students to stretch beyond a rudimentary demonstration of their abilities and encourages them to improve upon their own work. Thus, the Junior High students are able to realize why others are giving feedback to them, and able to know what is right from wrong, also they understand the situation on why they are given feedback to helps them improve and correct their mistakes. Nicol and MacFarlane-Dick (2006) propose that good feedback practice facilitates the development of self-assessment and reflection in learning; structured opportunities for self-monitoring comprise a critical part of the process. The positive effect of feedback is it gives motivation to the students for them to do well in school, they always come to school and manage their grades. While the negative effect is sometimes they are late and doesn’t come to class and always late in class. 32 c. Year level Most of the Junior High School students are Grade 7 with fifty three (53) or 33.99% and the fewest number is Grade 8 with twenty five (25) or 15.69%. There were also forty three (43) or 28.10 % Grade 9 and thirty four (34) or 22.22% are Grade 10. 2. The effect of feedback in the following student performances: a. Attendance The Junior High Students seldom to be absent in class even though they are given a feedback with a mean of 1.73 or specifically “Not effective”. c. Academic Performance Majority of the respondents says that they have average grades because of feedback which means their grades are high d. Behavior ` The respondents proved that they have a good behavior even though they are criticized and always receiving feedback 3. Factors that cause a person to give feedback? Most of them answered that it’s because they want to help a person improve themselves and to distinguish what is right from wrong. 34 Conclusions Based on the findings of this study, the following conclusions were drawn: 1. The Junior High Students of Our Lady Of Fatima School show the effects of feedback on their performances in school along with Giving Feedback to Others and Receiving Feedback from Others. 2. Thus, there is a positive outcome in giving feedback such as Feedback Improves Oneself, Average Grades, Always Early in Class, and Using Feedback as Inspiration to do Well in School. 3. In this study, the reasons of the respondents to give feedback are different but all in all their purpose is to help someone to do well and to improve oneself. 4. Generally, Junior High Students of Our Lady of Fatima School are 12-18 years of age. Most of them are male with 78 and the majority of Year level is Grade 7 with 52 students. 5. Feedback is effective as a formative assessment for the performances of the students 35 Recommendations Based from the findings and conclusions of the study, the following recommendations were forwarded. 1. Teachers must give enough feedback to their students so that they will know what is right from wrong because a teachers duty is to educate their students and lead them on the right path. 2. Giving the appropriate feedback can help a student and a teacher in order for them to learn from one another, we must understand the perspective of a person and analyze the feedback they give its either they are student or a teacher. 3. Students should accept the feedback their teachers and fellow students are giving them even if it is positive or negative. 4. Since most of the Junior High Students are still young , teachers must make them understand the use of feedback until they become mature enough to handle these feedbacks. 5. The researcher recommends that the result of the study should be presented to the School Administration, Teachers, Principal and Director in order to know the strategies they will need in giving feedbacks to their students. 36 Thank you very much and Godbless Respectfully Yours, Marc Rhowen Rosales Jan Eljean Taberdo Krisha Cabarrubias Jay Lorenz Zales Amira Bernese Jhentrix Claor Researchers Endorsed by: Approved by: Carmelo L. Palcon Jr. Rev.Fr. Renato M. Amasi Practical Research Teacher School Director APPENDIX C Letter to the Respondents December 3 2018 Dear Students, We, the Grade 12 students of Our Lady of Fatima School are currently conducting a study entitled “ Impact of Feedback as Formative Assessment in the Student Performance” in partial fulfillment for the subject Practical Research. The purpose of this study is to find the effects of feedback in the performance of the student in the school. In this connection, may we solicit your kind cooperation and honest evaluation in accomplishing the attached questionnaires. Your responses will contribute to the success of this study. We anticipate with gratitude your favorable response. Rest assured all answers will be treated with outmost confidentiality. 40 Respectfully Yours, Marc Rhowen Rosales Jan Eljean Taberdo Krisha Cabarrubias Jay Lorenz Zales Amira Bernese Jhentrix Claor Researchers APPENDIX D Personal Profile Name (optional) a. Age: _______________ b. Gender: _______________ c. Year Level _______________ d. Address ___________________ 41 APPENDIX E Strongly Disagree Disagree Neutra l Agree Strongly Agree 1. I receive enough feedback from my teachers/classmates 2. I prefer general feedback in class because it’s not personal 3. The feedback I receive is relevant to my goals as a student 4. I like it when teachers guide us to work out the answers ourselves 5. I feel encouraged when teachers provide general feedback in class 6. Specific feedback is better because it helps me to understand what I did right and wrong 7. When I don’t receive any feedback I feel that the person does not care for me 8. Feedback is only useful when it is positive 9. Negative feedback gives a negative outcome Please indicate your level of agreement with the following statements. 10. The teachers/students give their criticism as a feedback 42 ACKNOWLEDGEMENT This study was made possible because of the generous contributions of many special people to whom the researchers deeply appreciate and forever grateful. Mr. Carmelo L. Palcon Jr., the researcher’s much-loved Research adviser who instructed the researchers in everything and for giving words of wisdom and for motivating them to complete this research. Rev. Fr. Renato M. Amasi, the School Director of Our Lady of Fatima School for giving the approval to conduct the study and encouraging the researcher to continue pursuing their dreams. Mrs. Mary Grace M. Palcon, who served as our panel for our thesis proposal and defense and for helping us to correct our mistakes on our research Teachers of Our Lady of Fatima School, who gave their support and guidance in conducting this study, for always motivating us and teachings us the right way and for comprehending the researchers throughout the way of their journey in learning Junior High School Students, the respondents of this study, for patiently and honestly answering the questionnaires given by the researchers. iv Ms. Krishna B. Paligutan, the class adviser of the researchers, for always supporting us in every challenge and hardships that they went through, and for always reminding them to study well and to be a good student and children of God. Mr. John Paul Shimamura, for always giving his free time to help the researchers in their study, and for the patience and effort in participating in this study. Parents, for always supporting and encouraging the researchers and and also for providing their financial needs. Your undying patience is a light that guided us throughout our journey. Above all, the Almighty God the Greatest Teacher of all ,for His Gift of life, strength, wisdom and knowledge The researchers will forever be indebted to you all!! v Two sets of questionnaires were used to gather data. The first set of questionnaire was for the profile of the respondents which includes age, gender, address and year level, and the second set included the effects of feedback on their performance at school. The respondents of this study were the Junior High School Students of Our Lady of Fatima School, the respondents were composed of 153 student who come from the different year levels. Table A presents the number of students from Grade -7, Grade -8, Grade -9 and Grade - 10 respondents to be used in the study The statistical tools used to interpret the gathered data were frequency counts and percentage, weighted mean and bivariate analysis. The study found that the respondents performance is “Moderately Effective” with a mean of 2.84 . It was found that feedback is effective as formative assessment to student performance at school. And the effect of feedback to student performance is positive. viii ENDORSEMENT This research entitled “ THE IMPACT OF FEEDBACK AS FORMATIVE ASSESSMENT TO STUDENT PERFORMANCE” prepared and submitted by Jan Eljean Taberdo, Amira Bernese, Marc Rhowen Rosales, Krisha Cabarrubias, Jay Lorenz Zales, Jhentrix Claor, in partial fulfillment of the requirements for the subject Practical Research has been examined and is recommended for acceptance and approval for final defense. ` Carmelo L. Palcon Jr. Practical Research Adviser This is to certify that this research entitled “ THE IMPACT OF FEEDBACK AS FORMATIVE ASSESSMENT TO STUDENT PERFORMANCE” prepared and submitted by Jan Eljean Taberdo, Amira Bernese, Marc Rhowen Rosales, Krisha Cabarrubias, Jay Lorenz Zales, Jhentrix Claor is recommended for final defense. Carmelo L. Palcon Jr. Practical Research Adviser ii APPROVAL SHEET This research entitled “ The Impact of Feedback as Formative Assessment to Student Performance” prepared and submitted by Jan Eljean Taberdo, Amira Bernese, Marc Rhowen Rosales, Krisha Cabarrubias, Jay Lorenz Zales, Jhentrix Claor, in partial fulfillment of the requirements for the subject Practical Research has been examined and is recommended for ORAL EXAMINATION. ` Carmelo L. Palcon Jr. Practical Research Adviser Approved by the Committee on Oral Examination with a grade of PASSED on April 3, 2019 Carmelo L Palcon Jr. Chairman Maria Khrisna B. Paligutan Mary Grace M. Palcon Member Member Accepted in partial fulfillment of the requirements for Practical Research. Carmelo L. Palcon Jr. Practical Research Adviser iii Name: Marc Rhowen P. Rosales Date of Birth: January 6 2001 Civil Status: Single Religion: Roman Catholic Father’s Name: Mario P. Rosales Jr. Mother’s Name: Maria Rowena P. Rosales Home Address: North, Poblacion, Bucay,Abra Educational Background Elementary: Bucay Central School Bucay, Abra June 2005 – March 2013 Secondary: Our Lady of Fatima School Bucay Abra June 2013 – March 2017 45 Name: Jhentrix I. Claor Date of Birth: February 25 2001 Civil Status: Single Religion: Roman Catholic Father’s Name: Freddie I Claor Mother’s Name: Eleinita I. Claor Home Address: Salnec, Bucay, Abra Educational Background Elementary: Madalipay Elementary School Bucay, Abra June 2005 –March 2013 Secondary: Cristina B. Gonzales Memorial High Scholl Bucay, Abra June 2013 – March 2017 46 Name: Krisha P. Cabarrubias Date of Birth: June 20 2001 Civil Status: Single Religion: Roman Catholic Father’s Name: Camilo Cabbarubias Mother’s Name: Merlina P. Cabarrubias Home Address: Salnec, Bucay, Abra Educational Background Elementary: Madalipay Elementary sc\\School Bucay, Abra (June 2005- March 2013) Secondary: Our Lady of Fatima Shcool Bucay, Abra June 2013- March 2017 47