What type of feedback is characterized by its timing during the learning process?

Formative feedback is defined by its timing, as it occurs during the learning process rather than at the end of a learning unit or assessment. This type of feedback is provided continuously as learners engage in tasks and activities, allowing them to understand their progress and make adjustments in real time. It emphasizes the improvement of skills and comprehension while instruction is still taking place, enabling learners to address misunderstandings and reinforce correct know-how immediately.

The primary goal of formative feedback is to foster a productive learning environment where students can develop and refine their abilities through ongoing input from instructors, peers, or self-assessment. This immediate feedback loop facilitates a deeper understanding of the material and helps learners achieve their goals more effectively.

In contrast, summative feedback typically occurs after a significant learning period and serves to evaluate what students have learned overall, rather than facilitating ongoing improvement. Peer feedback refers specifically to comments or assessments provided by fellow learners, while informal feedback encompasses a broader range of spontaneous and unstructured input that may not have the same systematic approach as formative feedback.