Principles And Models Of Learning, Communication, And Assessment

Feedback both positive and negative is important for personal development as it helps us to become more aware of what we do and how we do it. Both in good and bad ways, this feedback can then be used to self-develop and improve our practice.

Feedback is a vital part of the assessment process as it gives the assessor an idea of if the learner has met the criteria set and if they haven’t, what action is needed to achieve the criteria.

Checking their own work and progress through self-assessment is useful as this gives learners an opportunity to step back and reflect on their objectives and whether they’ve attained them.

If the feedback is questionable then it becomes useless because it is not trusted. Positive and negative feedback will be more readily accepted if it is kept even, if it is more of one then it may not be received well by the learner for reasons that become obvious within the learner’s behavior or work.

There are many reasons why we assess learners. Assessments enable tutors to measure learner’s progress towards their goal. And feedback can be given to help them such as outlining their strengths and weaknesses. Feedback is used to help learners learn and improve, and is the most important aspect of formative assessment. This can be given in various ways such as written, oral, in the form of graded/marked assignment etc. When giving feedback it is good practice to bear in mind the following points. It is important to give immediate feedback if possible; turn negative comment into constructive comments such as what to improve on before the next assessment; make assessment criteria clear, accurate and available; feedback to be clear, accurate and recorded; praise learner on achievement; encourage positive attitudes and make further suggestions. Learners can be encouraged through communication of how well they are doing and what skills and knowledge they are developing.

Feedback is important in an assessment but it must not be negative, just be constructive but positive. You can use a sandwich approach; start with positive feedback, then constructive feedback, the ending on positive note. Giving the learner a positive action plan and reassurance that it can be achieved.

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.

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

During my practicum placement at Shelley Public School provided me the opportunity to demonstrate the importance and understanding of the purpose of timely and appropriate feedback. I began to understand the effect that timely and appropriate feedback had on students written work. I provided students with written feedback when marking their work but when possible I roamed around the classroom while students were on task and I assessed their learning and provided immediate feedback one-to-one. My verbal feedback that provided encouragement and engagement throughout the lesson. I ensured that my feedback was personal and relevant to the individual students work rather than generic. By providing students with verbal feedback throughout the lesson

Gained knowledge that providing students with steering feedback prevented students from working independently so will aim to avoid using this form of feedback in my future practice.

The role of feedback in the learning process, is to inform the student of where and

High levels of quality formative feedback allowing all students to succeed – develops a ‘growth mindset’

Feedback was provided throughout all parts of the assessment. If the students did something correctly, they had words of encouragement by their work. This helps to show the students their strengths in the assessment. Some of the problems they did well on had an extension with their feedback such as how would their inequality look on a number line.

'Nothing we do to, or for our students is more important than our assessment of their work and the feedback we give them on it. The results of our assessment influence students for the rest of their lives '( Race, Brown, & Smith 2015). Assessment goes hand in hand with feedback and both are very important to the lives of the students. Most of the schools and educational institutions in Kenya give assessment because of quality assurance and completely forget its purpose which is to support student’s learning.