Who would dispute the idea that feedback is a good thing? Both common sense and research make it clear: Formative assessment, consisting of lots of feedback and opportunities to use that feedback, enhances performance and achievement.
Yet even John Hattie (2008), whose decades of research revealed that feedback was among the most powerful influences on achievement, acknowledges that he has "struggled to understand the concept" (p. 173). And many writings on the subject don't even attempt to define the term. To improve formative assessment practices among both teachers and assessment designers, we need to look more closely at just what feedback is-and isn't.
I went to the playground today with my son, and realized that the equipment at a playground could be really useful as apparatus for scientific experiments. Here are a few demonstrations
"There's talk aplenty in schools these days about formative assessment. That's encouraging, because formative assessment has great potential to improve both teaching and learning. Listening to the conversations sometimes, however, reminds me that it's easier to subscribe to a word than to live out its fundamental tenets." this is the long version of the article that Mike contributed recently. Both are articles are informative...
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