Among everyday classroom assessment exercise by teachers, feedback can be seen as connected to the formative function of assessment, helping students learn. Most research on teacher feedback pays more attention to the formative quality of feedback. However, to strengthen researchers' understanding of teacher feedback's nature, we also need to understand more about teachers' rationales for giving their students feedback. This study aimed to explore and conceptualize secondary school teachers' rationales for giving students Feedback. Twenty secondary school teachers was selected from Anambra state, with 4 to 18 years of teaching experience, teaching students aged 11?17 years old (grades 1?6) took part in the study. The study adopted open sampling procedure to recruit teachers. Semi-structured interview approach was used to collect data. The researchers employed a constructivist grounded theory design for the coding and analysis of the transcribed data using simple percentage rating. The study revealed that cognitive objective, students? motivation, academic improvement and teacher-student effectiveness are major reasons for teachers? feedback to students. The study also revealed that the significance of giving feedback is for adjustment and to enhance students? participation while the methods in giving feedback include gifts and awards, punishment, oral and written feedback. The study recommend that both classroom assessment training and classroom management training should be taking seriously in teacher education.

feedback

formative assesment

secondary school teacher