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The Snapshot View- Feedback as an Episode of Learning - Coggle Diagram
The Snapshot View- Feedback as an Episode of Learning
What the Research Shows
The Role of Feedback in Formative Assessment
Expert teachers of formative assessment collect evidence of the nature and quality of student thinking, interpret student responses in terms of what students are thinking, and consider what feedback or immediate next step in instruction will address the specific needs
underlying intentions and purposes make a big difference in teacher's quality of their work
Feedback events should show teachers what their students are thinking
The Role of Feedback in the Regulation of Learning
only one mechanism in regulation of learning
should be formative, not summative
Seven principles of good feedback practice that support student self-regulation of learning
helps clarify what good performance is (goals, criteria, expected standards
facilitates the development of self-assessment (reflection) in learning
delivers high-quality information to students about their learning
encourages teacher and peer dialogue around learning
encourages positive motivational beliefs and self-esteem
provides opportunities to close the gap between current and desired performance
provides information to teachers that can be used to help shape the teaching
What Does Feedback as an Episode of Learning Look Like?
must make reflecting on what you are leaning about student thinking a regular part of your teaching and assessment repertoire
make checking for student understanding of feedback a routine part of your teaching and assessment
Examples (main points)
Elementary
giving feedback should be an episode of learning for both teacher and student
teacher learns what student is thinking while student learns the next step forward in his journey toward a learning goal
Middle School
while teachers almost always learn something when they observe students, feedback events should be episodes of learning for both the teacher and student about whatever it is that the students are supposed to be learning
High School
looking analytically at student work in order to understand student thinking leads to more effective and economical feedback
it is more effective to look at student work analytically if the assignment has been designed to let student thinking show