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More handpicked essays just for you.
Research on the importance of providing teacher feedback
The importance of feedback in learning and education
The importance of feedback in learning and education
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Following attending the class room teaching session, I learned about the assessment and feedback from In Black et al[6] “working inside the black box”, which has ways of assessment in questioning, grading, clicking, peer assessment, feedback and self-assessment. A few questions such as what are the effects on learning, what do we mean by assessment using SMART outcome were mentioned. Silverman et al has described a new way of giving feedback—called agenda-led the outcomes-based analysis [7]. In this method, we should establish the learners' agenda and try to understand what problems they had experienced, and facilitate with time frame and outcome. Next you encourage them to solve the problems and then get the trainer and eventually get the whole group involved. Feedback should be descriptive rather than judgmental and should also be balanced and objective. Pendleton's rules are rules that help trainers give balanced feedback to trainees. [8]These give positive feedback to learners and teachers first and then say what they could have done better. Chowdhury R.R& Kalu G (2004) [9] menti...
In conclusion I feel that using effective assessment methods throughout any course allows tutors to give feedback at the right time to allow the correct progress for the learners to achieve. I have experienced feedback many times as coach and more recently as a teacher and feel it has only helped me to improve and to keep wanting to improve so I can inspire others to achieve.
The time I received feedback was on a paper during my undergraduate year. The paper was a personal reflection based on a prompt. I went to the professor’s office for clarity about the grade that I received on the paper. The feedback I receive is that I did not go deep enough with the paper. I did not agree with the feedback because I felt if the paper I wrote was based on my personal experience therefore I went deep enough as I can with the paper. She also stated that I needed to improve on my grammar. For instance, she suggested that I go to the writing center to improve on my paper. My reaction was to be shocked about the feedback. I went to the office expecting positive feedback about my paper not to be criticized about my writing. My reaction was denial and rejection because I did not agree to what the professor pointed out about the assignment. I tried to explain my position on the paper without listening to the feedback. My internal reaction was to be upset about the negative feedback because I did not think that the feedback was constructive at the time. My external reaction was to be defensive because I thought I did a good job on the paper. I did not actively listen to the professor feedback but I focused on my own feelings and thoughts. For instance, I questioned and dismissed my professor’s feedback.
Assessments are an important part of teaching. Assessments are a good way for teachers to monitor students’ learning and understanding. Knowing students’ level of understanding can help teachers improve students’ learning and guide their instructions. In the future, I plan to continue assessing students in multiple ways such as, asking questions, illustrations and writing to adjust my instruction. I also plan to encourage students to assess their own work so they are involved in their own learning as well as look for ways to “employ technology to support assessment
During supervision, I expect my supervisor to constantly advise and guide me with my decisions. These decisions may mostly be work related; however, they may also have to do with licensure, or even school. I also expect encouragement and support from my supervisor when I need it. For example, if I have a bad day I expect my supervisor to be there to put me back on the right track. I expect for my supervisor and I to get along and have a mutual relationship where we both genuinely like each other as people.
Reed, Yvonne. (2006). From Feedback to Fast Forward, a talk given at the Assessment for Learning Conference in May 2006.
Assessments have always been a tool for teachers to assess mastery and for a long time it was just to provide a grade and enter it into the grade book or report card. Through resources in and out of the course, there has been a breath of new life into the research on how to use assessments. They take many forms and fall within the summative or formative assessment category. Sloan (2016) addresses how formative assessments has traditionally been used by teachers to modify instruction, but when we focus on a classroom that is learner-centered “it becomes assessment for learning as opposed to assessment of learning” (slide 4). The fact is, the students are the ones that should be and are the ones using the data we collect through assessments, since it is our way of providing feedback in order
In each department, there are different ways on how a supervisor handles or checks the trainee’s performance. Even though there was no formal orientation with the departments we were assigned to--what we had was a general orientation along with the company’s dos and don’ts--the expectations that my supervisors had for me was discussed once I was introduced in the Products (Dom) department. There was no spoken rule when it comes to how soon you need to finish the task given to you, unless the team deems it urgent, whatever task it is then should be finished within a day or within the allotted time. In my case, one of the strong points that my supervisors said that they noticed was my attitude towards work. Because even though they did not mention
Black, P., Wiliam, D. (1998) Inside the black box: raising standards through classroom assessment. London: King's College.
In a prior position as a supervisor for an insurance tracking company I made a number of decisions individually and in a group. As for individual decisions: • Whom to put in what queue to maximize efficiency? • Whom to spend more time coaching to increase their production or quality? • How to improve team morale with fun activities or recognition? • When to escalate issues to HR or my supervisor?
It is a teacher’s responsibility to properly prepare and educate their students. In some cases this can prove to be difficult for an educator. As a student, you may find that your teacher may not be giving you enough attention or specific one-on-one time. This is where student grading could come in handy. Many educators might fear negative feedback because they often do the best that they can with the abundance of responsibilities they already have; but others strongly believe that teachers shouldn’t be above criticism, and should ask their students for this constructive feedback on their performance. This could help improve the nation’s educational system if conducted properly. It would also help the students and the teachers to sort out their true priorities in the classroom. According to an article written by Atanu Kashyap Adhikari, he agrees and claims “They will now be concerned more about the comprehe...
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112.
In spite of the importance of assessment in education, few teachers receive proper training on how to design or analyze assessments. Due to this, when teachers are not provided with suitable assessments from their textbooks or instructional resources, teachers construct their own in an unsystematic manner. They create questions and essay prompts comparable to the ones that their teachers used, and they treat them as evaluations to administer when instructional activities are completed predominantly for allocating students' grades. In order to use assessments to improve instruction and student learning, teachers need to change their approach to assessments by making sure that they create sound assessments. To ensure that their assessments are sound they need include five basic indicators that can be used as steps to follow when creating assessments. The first of these indicators and the first step a teacher must take when creating a sound assessme...
We need to continuously assess and evaluate our students so we can set appropriate goals for each student and individual instructions. Each child learns different, so as a teacher we need to have different styles of teaching for positive reinforcement.
Students need feedback, clear expectations, and a schedule to follow throughout the day so that teachers spend less time directing behavior and more time is spent actively engaged in learning. There should be more time consumed on strengthening positive behavior and fewer on the negative.
Assessing student understanding is important but as a teacher you need to provide feedbacks to the students. During my lesson, I allowed the student to ask questions and tried to answer each individual’s answer right away. Since my students are not able to read or write I had to provide feedbacks by verbally.