For feedback to enhance learning, it must give clear information about what was done well, what needs improvement and how to improve. Timely delivery ensures that the guidance is still connected to the task in students’ minds, and an improvement focus helps them take appropriate action.
Option A:
Option A gives only general comments like “good” or “bad”. Such feedback is too vague to guide students about specific strengths or weaknesses, so it does not strongly support improvement.
Option B:
Option B is correct because specific, timely, improvement-oriented feedback provides concrete next steps and is widely shown by research to promote academic growth.
Option C:
Option C involves feedback given long after the assessment, when the topic may no longer be salient; delayed comments are less likely to influence current learning or behaviour.
Option D:
Option D compares students with one another, which can create unhealthy competition and anxiety; it shifts attention away from learning goals and criteria for quality work.
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