Feedbacking techniques for the external assessors lead to effective practice for vocational schools

Abstract

This research aims to 1) synthesize effective and efficient feedback techniques (Best Practices) from external quality assessments of vocational education institutions over a 10-year period, and 2) identify necessary practices and techniques for providing appropriate and feasible feedback in external quality assessments of vocational education institutions in the digital age.

In the first phase of the research, feedback from external assessors was analyzed from 200 external quality assessment reports over the past 10 years. Data was also collected through an online questionnaire from 400 government and private vocational education institutions. The second phase involved synthesizing the findings from phase one to identify practices and techniques necessary for providing appropriate and feasible feedback in the digital age.

The research findings indicate that while external assessments offer various types of feedback, effective and efficient feedback must be clear and positive. This includes writing and communicating feedback comprehensively, with each point clearly separated by standards, presenting feedback as individual points or as essays with clear topics, providing additional suggestions, having a systematic presentation of feedback, offering examples, and referencing institutional data.

Furthermore, the synthesis of practices and techniques for providing appropriate feedback in the digital age revealed five key actions for assessors: 1) Using empirical data from the institution as an introduction to feedback; 2) Providing feedback in a point-by-point format covering all standards; 3) Offering feedback with adequate informational detail; 4) Ensuring feedback aligns with the institution’s goals, educational context, and potential; and 5) Making feedback specific and including examples to maximize its utility for improving vocational education management.