Exploring students’ perception of and reaction to feedback in school-based assessment

Siu Yin Annie TONG

Research output: Contribution to journalArticlespeer-review


School-based Assessment (SBA) in English Language is a new core component recently included in the Hong Kong university entrance public examination. It goes together with the promotion of an assessment for learning culture, in which enhancing students’ learning is the major concern. This initiative marks an important and ambitious change in examination policy and school practice. Besides its assessment function, feedback forms a prominent tool in facilitating student progress in learning. It is important to understand students’ perspectives towards feedback as students’ ability to learn from feedback relates to their capacity to make sense of and apply feedback to further their learning. This study looks at students’ perceptions of feedback in SBA and whether students react to feedback as a means to ‘feed-forward’. The data were gathered from forty-five Form 5 (Grade 11) students in 3 schools through student focus groups and semi-structured interview with teachers. Findings suggest that students did not react in the same way to assessment feedback. Not all students had the strategies to effectively collect, organize and use feedback. The findings suggest that it is through mutual construction of achievement and improvement that students can become active participants in the process of classroom assessment and feedback. Copyright © 2011 Malaysian English Language Teaching Association (MELTA).
Original languageEnglish
Pages (from-to)104-147
JournalMalaysian Journal of ELT Research
Issue number2
Publication statusPublished - 2011


Tong, S. Y. A. (2011). Exploring students’ perception of and reaction to feedback in school-based assessment. Malaysian Journal of ELT Research, 7(2), 104-147.


  • School-based assessment
  • Students’ perception
  • Assessment feedback
  • Reactions to feedback


Dive into the research topics of 'Exploring students’ perception of and reaction to feedback in school-based assessment'. Together they form a unique fingerprint.