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2020; Hattie & Timperley, 2007; Saputra et al., 2023). Feedback

should, therefore, include task-specific information that bridges the gap

between what is known and what is desired to be understood (Bakla,

2020). In this study, the researchers provided an analytical scoring

rubric as a guide to help students improve their content. (Graham, 2019)

points out that the assessment criteria are necessary to enhance

feedback contributions to make adjustments.

Feedback in the context of learning can be derived from various

sources, including the students themselves, their classmates, and the

instructors. This feedback is typically aligned with the concepts of

formative assessment. This concept corresponds with the educational

curriculum's requirement for students to actively engage in the teaching

and learning process, encompassing the assessment procedures. This

initiative aims to allocate responsibility to students as active

participants in enhancing their learning experience.

McMillan (2018) divides the feedback into two categories:

verification and elaboration. In verification mode, feedback can be

supplied as a right response, recognizing the individual's correct replies

without providing extra information. Another type is "trying again",

which recognizes the incorrect answer and allows the student to relearn

in the same way. The final option of this category is "error flagging".

Feedback is provided in this scenario by noting faults in response

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