The final big idea in the series from Sally Brown
Big idea 5
Helping students understand and use feedback can make a real difference to their progression and achievement
Frequent, formative feedback impacts positively on student learning and we need to re-engineer practices to make this possible;
The UK Open University inter alia is keen to promote feed-forward as well as feedback, prompting students to use advice from one assignment to inform their actions prior to the next one.
Students need convincing that assignments are not just ‘make work’ or punishing tasks. We need to win their hearts and minds to recognise that assessment is integral to their learning and it is a crucial part of it.
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2 comments:
I find that in employing rubric form self assessment, the criteria set (developed by student-teacher cooperation) is one of the ways to provide effective 'feedback'.. it seems to be feed-forward as well.
That is, prior to performing a task, students do know what are the expectations required to achieve certain level. If their own self assessment can be justified satisfactorily (by students themselves) than I'd say it's a very good model of classroom assessment tool.
It's like throwing a stone to hit two birds - implementing an effective self-assessment tool engages learners as well as provides feedback.
Self assessment (wish we could find an alternative to the assessment word) is a great way to engage students.
We are having some success at UTS facilitating this with some software (ReView)... there is a three-minute (home-made) video clip on the site at http://www.reviewsecure.com/
... don't bother clicking on anything else there is nothing up there yet...
regards,
Darrall
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