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Chapter 6 - Coggle Diagram
Chapter 6
Research on Feedback Use
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- Use all available information to advance their learning.
- See assessments and feedback as part of their own learning process.
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- View feedback as under the teacher's control.
- Teacher’s role: Scaffold the feedback process to promote self-regulation in students
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Integrating Feedback with Self-Assessment
- Encourage students to take an active role in their learning by incorporating self-assessment tools. After reviewing feedback, students can reflect on their strengths and weaknesses, setting personal goals for improvement. This fosters a sense of ownership over their learning process and helps them see feedback as a valuable resource.
Formative Use of Summative Assessments
- Feedback doesn’t have to end with a grade. After summative assessments (e.g., tests or graded assignments), offer students a chance to use feedback to improve their learning. For developmental goals such as writing or problem-solving, consider allowing students to revise their work based on feedback.
Using Feedback for Conceptual Understanding
- To help students gain knowledge and understanding, design a series of assignments or quizzes that gradually build on each other. Each assignment should be aligned with specific learning targets, and feedback on each task informs students of their strengths and areas needing improvement. By the time a final graded assignment or test occurs, students will have progressively strengthened their understanding. Encourage students to review feedback and apply it to subsequent tasks, reinforcing the connection between feedback and improvement.