I created the Feedback ArchitectTM to help teachers approach assessment with more precision in less time.
My work is grounded in practical experience with the IB Programmes and a deep interest in how assessment language shapes student understanding. Over the course of my work as an IB educator, I have seen how easily thoughtful assessment can become difficult to manage. Criteria may be clear in principle, yet translating them into precise task instructions, useful feedback and consistent departmental practice takes time and professional judgment.
That is the space Feedback ArchitectTM is designed to support.
With 33 years of experience as a principal, programme coordinator, PK-12 learning director, and various IBEN roles, I have worked closely with criteria, strand descriptors, task-specific clarifications, command terms and feedback practices. My focus is not simply on making assessment more efficient. It is on making assessment more precise.
I believe that assessment is a form of communication. When teachers use precise, criteria-aligned language, students are better able to understand the quality of their work, recognise what they have achieved and identify what they need to do next.
I created Feedback ArchitectTM because many capable teachers are doing this complex work under significant time pressure. They do not need shortcuts that replace professional judgment. They need well-structured tools that support it.
The resources on this site are designed for new and experienced IB teachers, coordinators, instructional leaders and schools working to strengthen assessment practice. They are intended to support clearer feedback, stronger alignment, more productive standardisation conversations and greater confidence in the use of assessment success criteria.
My aim is to make complex assessment language more usable without reducing its professional depth.
Feedback ArchitectTM exists to help teachers spend less time wrestling with wording and more time focusing on what matters: communicating learning clearly, supporting student growth, and making sound professional judgments.
Aloha Lavina holds a Doctor of Education, inquiring into the intersection of systems in shifting ways of thinking in collaborative settings.