5 Research-Based Tips for Providing Students with Meaningful Feedback In recent years, research has confirmed what most teachers already knew: Providing students with meaningful feedback can greatly enhance their learning and achievement. Professor James Pennebaker from the University of Texas at Austin has been researching the benefits of frequent testing and the feedback it leads to. He explains that in the history of the study of learning, the role of feedback has always been central: “When people are trying to learn new skills, they must get some information that tells them whether or not they are doing the right thing. Learning in the classroom is no exception. Both the mastery of content and, more importantly, the mastery of how to think require trial-and-error learning.” The downside, of course, is that not all feedback is equally effective, and it can even be counterproductive, especially if it’s presented in a solely negative or corrective way. So what exactly are the most effective ways to use feedback in educational settings? 1. 2. 3. 4. 5.
Let's make formative assessing a top priority In our undergraduate courses we all learned about summative and formative assessing. We've also all been to conferences or events that have emphasized the importance of many small assessments to drive our instruction rather than waiting until the end when it may be too late. Though I think this has all been with good intention, we may have been missing the most important part of formative assessing and feedback. See, when we focus on this more timely and frequent feedback to change and adjust our instruction, we are focusing on the teacher side of things. The true beauty and value of more frequent and timely assessments is not just to help guide and drive our instruction, it's to provide frequent and timely feedback for our students so they can take more ownership and control over their learning. They are looking for feedback and input to help guide and drive their instruction to hopefully improve student learning. Check out these links with several examples of formative assessments:
La ruée vers les quizz, et après ? Il faut avouer que les nouvelles technologies ont beaucoup facilité la tâche des formateurs en matière d’évaluation : création de quizz multimédia avec notation, récupération et suivi des résultats sous forme de fichiers Excel avec résumé graphique et rapports de statistiques sur les plateformes LMS. Pas de danger de lasser les apprenants, les formes d’évaluation sont aussi variées et flexibles que les outils numériques mis en place pour répondre au contrôle des connaissances acquises. Prenons par exemple les quizz de fin de module ou la pratique de la « classe inversée » : la diffusion de vidéo-quizz sur des services tels Vialogues, EDpuzzle ou PlayPosit permet la traçabilité des consultations et des réponses aux questions, ce qui atteste de la visualisation et de la compréhension de la leçon et donne au formateur le contrôle sur l’acquisition des connaissances. On pourrait en rester là et se dire que l’on a répondu ainsi aux exigences du format attendu des évaluations en formation.
BFL i undervisning – en metodöversikt | Utbildning BFL i undervisning – en metodöversikt Innehåll:En metodöversikt1 Tydliggöra mål och kriterier för framgång >>2 Skapa aktiviteter som synliggör lärandet >>3 Återkoppling som för lärandet framåt >>4 Aktivera eleverna som lärresurser för varandra >>5 Aktivera eleven som ägare av sin egen lärprocess >> Bedömning för lärande i undervisning Skolforskaren Dylan Wiliam som tagit fram de fem bedömning-för-lärande-strategierna har också presenterat praktiska tekniker som kan användas för att arbeta med strategierna i undervisning. I dokumentären Klassrumsexperimentet (1/2) (59) Klassrumsexperimentet (2/2) (58:39), får vi följa Dylan Wiliam när han under en termin arbetar med att implementera några av teknikerna på en skola i England. Vill du själv bidra till denna sammanställning kan du skriva här på vår Facebooksida. Tillbaka upp 1) Tydliggöra mål och kriterier för framgång Att tydliggöra målen och få eleverna att dela skolans intentioner och skolans kriterier för framgång. Tillbaka upp
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