According to the authors, good feedback performs
the following functions:
clarifies what good performance is (goals, criteria, standards)
facilitates the development of self-assessment and reflection
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 help shape teaching (p. 3).
Group items tagged
understanding girls circle model - 0 views
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a national study on adolescent girls perceived self-image
http://biglearningevent.wisc.edu/study-groups/wp-content/blogs.dir/2/files/group-docume... - 0 views
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The first, based on flow theory, predicts that experience will be most positive when a person perceives that the environment contains high enough opportunities for action (or challenges), which are matched with the person's own capacities to act (or skills). When both challenges and skills are high, the person is not only enjoying the moment, but is also stretching his or her capabilities with the likelihood of learning new skills and increasing self-esteem and personal complexity. This process of optimal experience has been called flow (Csikszentmihalyi, 1975, 1982; Inghilleri, 1986b)
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Needless to say, such a blindness to the real state of affairs is likely to have unfortunate consequences for both individual well-being and the health of society. Following the cue of their motivation, people will try to do more of those activities that provide the least positive experiences and avoid the activities that are the source of their most positive and intense feelings. At the societal level, this trend will add up to a continuing exodus from productive activities in favor of leisure.
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It is highly probable that if people admitted to themselves that work can be very enjoyable-or at least, more enjoyable than most of their leisure time is-they might work more effectively, achieve greater material success, and in the process also improve the quality of their own lives.
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Using Peer Feedback to Enhance the Quality of Student Online Postings: An Exploratory S... - 0 views
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According to Palloff and Pratt (1999), "the ability to give meaningful feedback, which helps others think about the work they have produced, is not a naturally acquired skill" (p. 123).
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"Using Peer Feedback to Enhance the Quality of Student Online Postings"
What Critiques Have Been Made of the Socratic Method in Legal Education? The Socratic M... - 0 views
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a student may suffer low self-esteem from the perceptionthat the method engages in ‘bullying
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intimidating
http://www.newcastle.edu.au/__data/assets/pdf_file/0010/83809/Student-feedback.pdf - 0 views
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Good feedback practice: * facilitates the development of self-assessment (reflection) in learning; * encourages teacher and peer dialogue around learning; * helps clarify what good performance is (goals, criteria, expected standards); * provides opportunities to close the gap between current and desired performance; * delivers high quality information to students about their learning; * encourages positive motivational beliefs and self-esteem; and * provides information to teachers that can be used to help shape their teaching (Nicol & Macfarlane-Dick, 2006
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30 THINGS WE KNOW FOR SURE ABOUT ADULT LEARNING - 2 views
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Information that conflicts sharply with what is already held to be true, and thus forces a re-evaluation of the old material, is integrated more slowly.
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Adults prefer self-directed and self-designed learning projects over group-learning experience
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Self-direction does not mean isolation. Studies of self-directed learning indicate that self-directed projects involve an average of 10 other people as resources, guides, encouragers and the like. But even for the self-professed, self-directed learner, lectures and short seminars get positive ratings, especially when these events give the learner face-to-face, one-to-one access to an expert.
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REAP - Resources > Assessment Principles: Some possible candidates - 0 views
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Table 1: Principles of good formative assessment and feedback. Help clarify what good performance is (goals, criteria, standards). To what extent do students in your course have opportunities to engage actively with goals, criteria and standards, before, during and after an assessment task? Encourage ‘time and effort’ on challenging learning tasks. To what extent do your assessment tasks encourage regular study in and out of class and deep rather than surface learning? Deliver high quality feedback information that helps learners self-correct. What kind of teacher feedback do you provide – in what ways does it help students self-assess and self-correct? Provide opportunities to act on feedback (to close any gap between current and desired performance) To what extent is feedback attended to and acted upon by students in your course, and if so, in what ways? Ensure that summative assessment has a positive impact on learning? To what extent are your summative and formative assessments aligned and support the development of valued qualities, skills and understanding. Encourage interaction and dialogue around learning (peer and teacher-student. What opportunities are there for feedback dialogue (peer and/or tutor-student) around assessment tasks in your course? Facilitate the development of self-assessment and reflection in learning. To what extent are there formal opportunities for reflection, self-assessment or peer assessment in your course? Give choice in the topic, method, criteria, weighting or timing of assessments. To what extent do students have choice in the topics, methods, criteria, weighting and/or timing of learning and assessment tasks in your course? Involve students in decision-making about assessment policy and practice. To what extent are your students in your course kept informed or engaged in consultations regarding assessment decisions? Support the development of learning communities To what extent do your assessments and feedback processes help support the development of learning communities? Encourage positive motivational beliefs and self-esteem. To what extent do your assessments and feedback processes activate your students’ motivation to learn and be successful? Provide information to teachers that can be used to help shape the teaching To what extent do your assessments and feedback processes inform and shape your teaching?
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a web resource with the REAP material in the JISC pdf for easier bookmarking
Learning from Our Teaching Mistakes | Faculty Focus - 0 views
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I hold in particularly high esteem those faculty members not only willing to talk about teaching failures but also to publish articles about them
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But you also can’t read them and be unimpressed by how much they learned through the analysis. Each one is an exemplar of the kind of critical reflection that fosters growth. This is reflection that makes us wise and wonderful teachers. And finally you also can’t read these articles and not realize how much there is for us to learn from one another’s mistakes. I’m definitely in favor of more articles like these, but there is one caveat. It might be better if they were published after you have tenure or a continuing contract.
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