| Summary: | Abstract We investigated the effect of feedback order—teachers’ written, descriptive comments followed by evaluative scores—on students’ performance and learning for chemistry and mathematics in a Singapore mathematics and science specialized secondary school. This action research adopted an explanatory mixed-methods design with an intervention, with interviews, student survey, and assessments. The participants were 60 secondary school students: 33 students from secondary-one and 27 students from secondary-four. Repeated measures ANOVA results from the four-week study period indicated that there was no significant difference (p > 0.10) between the performance of the participants who received comments only (C group) and participants who received comments followed by evaluative scores (CS group) for both chemistry and mathematics, indicating there was no negative effect on receiving evaluative scores after the written descriptive comments. Qualitative findings indicated students could recognize the goals of the feedback and the score delay. The study shows that feedback order is important to consider in comparing effects of different forms of feedback, with implications for future research and for practice.
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