Focus On Formative Feedback: Article Analysis

In my point of view feedback is an essential tool for learners’ progress. If the student is not assessing their work then they are not learning and given feedback are vital to ensure best practice is maintained and the learners are achieving to their full potential.

It is always my aim to ensure that feedback is timely and given in a constructive and sensitive manner; and my approach can sometimes be influenced by what I have learned during initial assessment; and as I develop relationships with the learner. I have recently made efforts to encourage my learners to reflect and to self-assess their performance. I feel that this helps to pave the way for me to feedback to the individual and to reduce the risk of de-motivating them.

This can show vocabulary words that they have learned, concepts they have mastered, or subjects that they have studied. The teacher can refer back to these lists regularly to reinforce new concepts and build on old ideas. Specific feedback can be integrated into classroom discussions or on student papers, explaining problems or elaborating further on an idea that the student has learned. Immediate feedback can be critical because it can alter the course of the student’s thinking before they become more confused. The teacher who is observant can correct misinformation or misconceptions quickly to avoid further problems in the student’s learning process. This can be a result of classroom discussions, question and answer sessions, and call and response methods. All forms of feedback have benefits and when used together can create a cohesive picture of the student’s abilities and success. Instructional feedback for students can have several benefits ranging from motivating the student to achieve more to helping them develop more refined metacognition and also possibly giving the student a sense of control over their own educational success (Malley, 1994).

Social skills and communication are a great segue into the subject of feedback. “In the purely instructional sense, feedback can be said to describe any communication or procedure given to inform a learner of the accuracy of a response” (Mory,

Giving constructive feedback is crucial; without it learners cannot learn (Rogers, 2004). When used to emphasise progress rather than failure, it motivates learners, building confidence and enabling them to recognise mistakes as part of a process that brings them closer to their learning goals. It can help both teacher and student to identify further learning opportunities or action to be taken.

It is appropriate to seek guidance from others when I am unsure about the objectives, policies, systems procedures and values because that way I avoid any errors, and avoid slipping away from conforming to organisation’s aims.

Students appeared to enjoy the feedback process and were motivated to keep progressing through tasks as they received a visual cue on Stile to inform them feedback had been received. This meant they did not have to wait until a class to receive feedback; it could be given and received in a more timely fashion. As well, student work could be submitted at any time, further increasing efficiency and work output.

It’s important to get feedback on all learning and assessment support provided. By gather feedback we can identify the strengths of the support provided so improvements can be implemented and ongoing support can be provided. Most effective feedback can be gathered from - Learner’s by answering a short simple, easy to follow and suitable to all learning styles feedback forms. By the trainer reflecting back on the sessions, identify challenges and successes that can be used to improve session delivery, by gathering feedback from colleagues and supervisors about performance and by LLN specialists or any other individuals who may have been involved in the learner’s support plan It’s important to get feedback on all learning and assessment support

Reporting to both students and parents/carers is an important skill and part of being a teacher. Reporting to students in the form of feedback is a critical element of the learning cycle. Incorporating a range of effective strategies for providing students with feedback can advance students’ understanding and development. Lacing instruction with correctional feedback will result in the production of new instruction (Hattie & Timperley, 2007, p.82). The combination of instruction and feedback gives students the next step they need to take to develop a deeper understanding. For feedback to provide any meaning to students it must link to the task at hand and be provided in a timely manner. Sadler, as cited in Hattie and Timperley (2007, p.82) point out that feedback should provide students with a stepping-stone from what they understand to what is to be understood. The feedback given to students to bridge the gap between

Both educators' and advocates work pointedly together to help understudies play out their best. So as to be a successful educator there should be an understanding that we as a whole learn in an unexpected way, which implies that no single showing methodology is viable for all understudies/learners whenever. This makes instructing a mind boggling process since you have to comprehend and meet the necessities of the greater part of your learners. Understudies learn best when they aren't asked to just retain data, yet when they shape their own comprehension of what is being taught. At the point when an understudy effectively takes in another thought, they can then incorporate this data with their already learnt data and comprehend it. To be a successful educator, you have to work mutually with understudies and advisor to survey where they are at, and additionally having the capacity to give criticism on how the understudies are getting along and to guarantee that they are understanding the lesson. Understudy learning should likewise bring about an adjustment in understudies' understanding the data being taught. So as to show understanding, they should have the capacity to impart this data to others and need to take in more. So as to have a more profound comprehension of what is being taught they should know about the relationship that exists between what they beforehand knew and new data that is being scholarly. Understudies' should be given objectives that they can accomplish so as to feel a feeling of dominance over their own taking in, this gives understudies' inspiration that they can finish assignments and to continue

Question #1: How does the feedback describe the student’s work in light of the criteria for success on the learning target? Explain your thinking.

Her feedback is related to the learning goal and specifically includes the focus learner’s needs and reinforcing strengths. However, the candidates feedback does not properly include a strategy that addresses a

Within this domain, move structure analysis (Sinclair & Courtland, 1975; Swales, 1981; 1990; Bhatia, 1983; Halliday & Hassan 1985; Skelton, 1994; Mirador, 2000; Lewin, Fine, & Young, 2001) was used to examine the foundational components of faculty formative feedback on written student assignments. According to Sinclair and Coulthard (1975), a ‘move’ referred to an individual unit of exchanges between the teacher and student. Move structure analysis is based on the analysis of both communi- cative purpose (convey meaning, clari cation, and direction) and linguistic structure (mechanics, conventions, ow, and organization). Move structure analysis was applied to identify the themes of embedded feedback.

As I read and learn about summative and formative evaluations, I tend to connect it to my career. I am very familiar with completing formative evaluations internally and dealing with summative evaluations externally. However, I feel as though I would get a better understanding if I was to learn about these types of evaluations in a different context. Therefore, I found an article by Edith Kealey (2010) that assessed and evaluated social work education through formative and summative approaches.

Shute conducts an extensive literature review of the research on formative feedback because despite extensive investigation, the author proposes, is still misunderstood due to conflicting findings and inconsistent pattern results. The focus of this review is that feedback must be “delivered correctly” to be effective. Therefore, Shute offers a twofold proposal: to understand the features, functions, and interactions of feedback in relation to learning and to use the findings to create guidelines for generating effective formative feedback.