Loubser, NeléRauscher, Willem JohannesBlom, Nicolaas2025-01-212025-01-212024Loubser, N., Rauscher, W., and Blom, N. (2024). Types of formative feedback provided by technology teachers during practical assessment tasks. Eurasia Journal of Mathematics, Science and Technology Education, 20(6), em2448. https://doi.org/10.29333/ejmste/14586.1305-8223 (online)1305-8215 (print)10.29333/ejmste/14586http://hdl.handle.net/2263/100202DATA AVAILABITY STATEMENT: Data supporting the findings and conclusions are available upon request from the corresponding author.Technology learners require formative feedback from their teachers to aid them in structuring and solving design problems. Without such feedback, learners often do not explore sub-problems and are inclined to reproduce known and existing solutions. Due to a paucity of literature on formative feedback in technology classrooms, this study investigated the formative feedback types that teachers provide to learners during the problem-structuring and problem-solving phases. A qualitative case study design was employed to investigate such feedback from five technology teachers who supported their learners in solving ill-structured design problems. The findings indicate that teachers’ formative feedback consists predominantly of low-level questions, while generative design questions and low-level comments were the least observed. A deeper understanding of how formative feedback unfolds in a technology classroom may help teachers guide learners through problem structuring and solving. Further research is needed to determine the influence of formative feedback on learners’ design outcomes.en© 2024 by the authors; licensee Modestum. This article is an Open Access article distributed under the terms and conditions of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/).Formative feedbackProblem-solvingProblem structuringTechnology educationSDG-04: Quality educationArticle