Quality feedback from the teacher is also a very important part of SBA. Teachers can use the assessment activities not only to make judgments about student standards (a summative snapshot of students' achievement to date), but also to give feedback to students about specific aspects of their oral language skills so that they can improve for the next assessment. Feedback should be ongoing and continuous throughout the three years of the HKDSE.

To view Mrs Christina Lee and Mr Andy Chan discussing the critical role of feedback in the HKDSE SBA.

To view Dr Fiona Hyland, The University of Hong Kong, talking about the role of feedback as an "opportunity to learn", not just a justification for a grade.

Feedback should be constructive and specific, i.e. related to the assessment criteria. It is better to describe the strengths and weaknesses of the performances first, and the ways to improve, before giving the marks. If marks are given first, students (and parents) are much less likely to listen closely to the descriptions. If students can also ask questions about specific aspects of their progress after each planned SBA assessment activity, they will understand more clearly how to improve their oral language skills.

To view Rona Li, Education Bureau, talking about how teachers can give positive feedback.

To view Sandy's first presentation. To view the teacher-student conference. To view Sandy's second presentation.

To view the teacher reporting back to her fellow teachers the improvements in Sandy's performance.

To view Rona Li talking about how students are motivated to learn by effective teacher feedback.

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