This paper focuses on the implementation of a feedback-providing program within high-school students testing instruments and in the analysis of its impact on student’s perceptions and testing performance, during a school-year length period at a specific subject. This study has three main goals: (i) to know high school student’s perceptions concerning the importance of providing meaningful feedback information after test taking; (ii) to assess the impact of a feedback-providing program in students test scores evolution and (iii) to evaluate the impact of a feedback-providing program on daily-students learning and test-taking preparation routines. This feedback-providing program attempts to guide students on: (i) developing specific and timely activities related to the learning goals; (ii) revising and improving work products during test-preparation; (iii) planning, based upon given feedback tips, specific goals during test studying and (iv) monitoring student’s tasks progress (where am I going; how am I going; what progress is being made towards the goals; where to next).

To OECD (2013) the fundamental purpose of evaluation and assessment is to improve student learning, students should be placed at the centre. They should be fully engaged with their learning and empowered to assess their own progress (which is also a key skill for lifelong learning).

In recent years Hattie and Timperley (2007) research confirmed what most teachers already knew: providing students with meaningful feedback can greatly enhance learning and improve student achievement and self-monitoring. They define feedback as information provided by an agent (e.g., teacher, peer, book, parent, self, experience) regarding aspects of one’s performance or understanding. The researchers highlight the importance of supplying learners with specific information about what they are doing right or wrong. Hattie (1999, 2009) reported a synthesis of over 500 meta-analyses, involving 450,000 effect sizes from 180,000 studies, representing approximately 20 to 30 million students, on various influences on student achievement. This analysis covered various aspects of those typically identified, such as attributes of schools, homes, students, teachers, and curricula. The average or typical effect of schooling was 0.40, and this provided a benchmark figure from which to judge the various influences on achievement, such as that of feedback. At least 12 previous meta-analyses have included specific information on feedback in classrooms, the average effect size was 0.79 (twice the average effect).

Shute (2008) provided nine guidelines for using feedback to enhance learning: focus feedback on the task not the learner, provide elaborated feedback (describing the what, how, why), present elaborated feedback in manageable units, be specific and clear with feedback messages, keep feedback as simple as possible but no simpler, reduce uncertainty between performance and goals, give objective feedback, written or via computer (more trustworthy sources are more likely to be received), promote a learning goal orientation via feedback (move focus from performance to the learning, welcome errors), and provide feedback after learners have attempted a solution (leading to more self-regulation). Anyone involved in standardized testing knows two things: the results take entirely too long to get back and are completely impersonal, making that kind of feedback essentially irrelevant. In short, feedback needs to be personal, and it needs to be fast. To that end, educators are beginning to refocus their attention on relevant, practical feedback for students during lessons or very soon after, rather than relying only on summative assessments. Several studies on formative assessment have indicated that learning and feedback are inseparable (Orsmond, Merry & Reiling, 2000) and that feedback provided through formative assessments do motivate students and enhance their learning. Positive feedback can have significant impact on student learning (Nicol &Macfarlane-Dick, 2006, Young, 2000).

Hattie, J.A.C. (2009). Visible learning: A synthesis of 800+ meta-analyses on achievement. Oxford, UK: Routledge. Hattie, J.A.C., & Timperley, H (2007). The power of feedback. Review of Educational Research, 77(1), 81-112 Hattie, J. A. (1999, June.). Influences on student learning (Inaugural professorial address, University of Auckland, New Zealand). Retrieved from http://www.arts .auckland.ac.nz/staff/index.cfm?P=8650 Nicol, D. J. & Marcfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31 (2): 199-218. OECD (2013), Synergies for Better Learning: An International Perspective on Evaluation and Assessment, OECD Publishing, Paris. DOI: http://dx.doi.org/10.1787/9789264190658-en Orsmond, P., Merry, S. & Reiling, K. (2000). The use of student derived marking criteria in peer and self-assessment. Assessment & Evaluation in Higher Education, 25 (1): 21-38. Shute, V.J. (2008). Focus on formative feedback, Review of Educational Research, 78(1), p153-189. Young, P. (2000). ‘I might as well give up’: self-esteem and mature students’ feelings about feedback on assignments, Journal of Further and Higher Education, 24 (3): 409-418.