Make It Count: Providing Feedback as Formative Assessment
Providing students with feedback on written work can, at times, feel like a burden. Dozens (perhaps even hundreds) of papers clutter your desk, and commenting on each is nearly impossible. Still, we know, both from our experiences and from research, that feedback is essential. John Hattie, Professor of Education and Director of the Melbourne Education Research Institute at the University of Melbourne, Australia, believes that feedback must be timely, relevant, and action-oriented. The good news, according to Hattie, is that "students want feedback just for them, just in time, and just helping nudge forward." To that end, he encourages us to "worry more about how students are receiving your feedback . . . than increasing how much you give." So how can we provide this kind of feedback -- the kind that students actually listen to, understand, and use -- in a timely manner? Feedback as Formative Assessment Feedback in Action The tools available for providing feedback continue to multiply.
Related: Assessment (AFL, AAL, AOL)
• Providing Meaningful Feedback
• Formativ bedömning
• Teaching Strategies: Writing