This study presents a computational analysis to classify actionability in teacher feedback. We fine-tuned a RoBERTa model on 662 manually annotated feedback examples from West African classrooms, achieving strong classification performance (accuracy = 0.94, precision = 0.90, recall = 0.96, f1 = 0.93). This enabled classification of over 12,000 feedback instances. A comparison of linguistic features indicated that actionable feedback was associated with lower word count but higher readability, greater lexical diversity, and more modifier usage. These findings suggest that concise, accessible language with precise descriptive terms may be more actionable for teachers. Our results support focusing on clarity in teacher observation protocols while demonstrating the potential of computational approaches in analyzing educational feedback at scale.

This paper mainly describes the dma submission to the TempoWiC task, which achieves a macro-F1 score of 77.05% and attains the first place in this task. We first explore the impact of different pre-trained language models. Then we adopt data cleaning, data augmentation, and adversarial training strategies to enhance the model generalization and robustness. For further improvement, we integrate POS information and word semantic representation using a Mixture-of-Experts (MoE) approach. The experimental results show that MoE can overcome the feature overuse issue and combine the context, POS, and word semantic features well. Additionally, we use a model ensemble method for the final prediction, which has been proven effective by many research works.