THE ROLE OF CONSTRUCTIVE FEEDBACK IN BRIDGING THE GAP BETWEEN STUDENT PERFORMANCE AND LEARNING GOALS
Keywords:
constructive feedback, formative assessment, self-regulated learning, student performance, learning goals, large classes, Uzbek educational contextAbstract
This article examines how constructive feedback helps close the gap between students’ current performance and their learning goals. Based on a qualitative review of educational literature from 2010 to 2024, the study identifies key characteristics of effective feedback: clarity, specificity, timeliness, and actionability. Findings show that well-designed feedback not only informs learners about their progress but also fosters self-regulated learning. However, feedback can fail when it is vague, delayed, or overly critical. Unlike traditional reviews, this article discusses feedback in the context of large classes and limited digital tools, and offers practical recommendations for teachers in Uzbekistan. The study concludes that constructive feedback acts as a bridge between current achievement and desired outcomes, but its success depends on design, delivery, and cultural adaptation.
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