Professor Don has called for the urgent promotion of feedback literacy and formative assessment practices among both teachers and students in Nigeria. The academic, who is affiliated with Bamidele Olumilua University, emphasized the critical role these educational strategies play in enhancing learning outcomes.
The initiative aims to equip educators with the skills to provide constructive, actionable feedback while simultaneously training students to interpret and utilize that feedback effectively. By fostering a culture of continuous improvement in the classroom, the professor argues that the quality of education can be significantly elevated.
Formative assessment, a key component of this advocacy, involves ongoing evaluation of student learning to inform instruction and adjust teaching methods in real-time. Unlike summative assessments, which measure learning at the end of an instructional unit, formative assessment focuses on the process of learning itself, allowing for immediate intervention when gaps are identified.
Feedback literacy is defined as the ability to understand, interpret, and act upon feedback. The professor noted that without this specific literacy, students may struggle to benefit from teacher input, and teachers may find it difficult to deliver feedback that is both clear and useful for student development.
This call for action aligns with broader global educational trends that prioritize student-centered learning and active engagement. By integrating these practices into the Nigerian educational framework, institutions can create a more responsive and effective learning environment for all stakeholders involved.
<small>Source: Punch Nigeria — read the original story there.</small>