Proposed Educational Evaluation

Title: Evaluating the Impact of Formative Feedback on Student Confidence and Performance in Mathematics

This evaluation focuses not only on academic outcomes but also on students’ feelings about learning — because confidence can determine whether a student keeps trying or gives up.

Purpose

To examine how timely, supportive formative feedback influences:

Students’ math achievement

Their confidence and willingness to participate

Participants

Grade 10 mathematics students from two sections

Data to Collect

📌 Quantitative Evidence

Pre- and post-quiz scores

Frequency of class participation

Completion rate of practice tasks

📌 Qualitative Evidence

Short reflection surveys

Student interview snippets about how feedback motivates them

Teacher observation notes

Evaluation Approach

Baseline check — Assess current performance and confidence levels

Introduce intervention — Provide weekly personalized feedback

Monitor progress — Track improvements and student reactions

Compare results — Look at changes in both skills and mindset

Reflect and adjust — Identify what helped and what needs refining

Strengths of this Evaluation

✅ Values both performance and personal growth
✅ Gives teachers clear ideas for improving feedback practices
✅ Encourages students to see mistakes as chances to learn

Weaknesses and Limitations

⚠️ Time-consuming for teachers providing detailed feedback
⚠️ Emotional and personal factors may influence responses
⚠️ Small sample — results may not generalize school-wide

Insight

Evaluation shouldn’t feel like judgment — it should feel like care. We evaluate because we want our students to succeed and our teaching to evolve. When we focus not just on scores but on confidence, joy, and effort… we honor the full human experience of learning.