The study focuses upon the impact of positive feedback on achievement. This might be best supported by the idea of formative assessment techniques, which help in shaping a student’s learning ability and educational gains acquired by the child during the process of classroom education. Interaction between a teacher and a student is the key to improvement in the effective gains from education accruing to the student. Formative educational techniques entail the diagnostic application of evaluation means where the teacher needs to assess a student based on observations, discussions in the classrooms, homework done by the student, tests and analysis of the work of a student. Taras (2008) notes that much needs to be done in order to understand the recent improvements or changes brought about in the area of assessment in education.
Black & William (1998) in their work “Inside the Black Box” observe that the evaluation system is formative when the feedbacks or information collected by the teachers are utilized in reshaping the teaching and learning process such that the actual requirements are met. These might incorporate some alternative teaching practices, adjustments in the instruction or providing more occasions for practice to the students. The aim of this paper is to explore the impact of positive feedback on the achievement of an individual with a focus on the areas of improvement essential for the implementation of formative assessment procedures.
In the context of education, assessment plays a very important role. This is especially true in case of children and adolescents. Certain teachers believe that earning involves the transfer of knowledge from the teachers to the learners and understanding can develop later. Others are committed to form a teaching base, which involves interactions. In such an environment formative