One of the main components of formative assessment is feedback. In formative assessment, the correct and task-oriented feedback provided by the teacher during the performance of tasks is especially important in terms of improving student achievement. However, research and observations show that teachers ‘opinions on assignments are often selfish and do not play a significant role in students’ development or in a more accurate analysis of their mistakes. In many cases, these opinions reduce the student’s interest in the process. Even such opinions are so powerful that improper feedback can sometimes create disbelief, discouragement, and so on. Constructive is properly given feedback motivates the student to approach work in a more structured and responsible way, makes him think, and saves him from the syndrome of “learned helplessness”. Thus, effective and task-oriented feedback is not a definition or critique of tasks, but a correct, unbiased guide to what and how to do it. Such feedback can have a significant impact on student achievement. Based on international research and local observations, it can be noted that there is a superficial approach among teachers to the feedback process, which has a unique and sensitive place in the assessment process. Thus, there is a need to develop an effective feedback mechanism that affects student motivation
and to work on the formation of correct feedback thinking in teachers.