Final Assessment- Constructive Feedback

Name

Subject you teach

Q.Telling a student “good job!” can build them up, but it’s vague — a student may be left wondering which part of an assessment they did good on, or why “good” as opposed to “great” or “excellent” . There are a variety of ways to go beyond “Good job!” on feedback.

On the other side of the coin, a note such as “needs work” is equally as vague — which part needs work, and how much? And as a negative comment (the opposite of constructive feedback), we risk frustrating them or hurting their confidence.

GIVE ONE POSITIVE FEEDBACK AND ONE NEGATIVE FEEDBACK WHICH WOULD BE MOST EFFECTIVE FOR YOUR KIDS.

How instructors provide feedback to students can have a big impact on whether they are positive and motivated or discouraged and frustrated.

DO YOU AGREE ?

• AGREE

• DISAGREE

Feedback of good quality is TIMELY (delivered soon enough after the hand in so that it can be acted upon), RELEVANT (to the student and the context), INFORMATIVE (not only focusing on strengths and weaknesses or spelling but also more abstract academic concepts like strength of an argument) and UNDERSTANDABLE (this relates to both the language used as well as the quantity of feedback) and allows students to close the gap between where they are and where they need to be with their work.

WHICH OF THE FOLLOWING QUALITIES DO YOU THINK YOU CAN PRACTICE IN YOUR CLASSROOM FEEDBACK?

• TIMELY AND RELEVANT ONLY

• INFORMATIVE AND TIMELY

• INFORMATIVE AND UNDERSTANDABLE

• TRY ALL THE POSSIBLE SCENARIOS

Assessment is a dialogue between teacher and student, not a monologue of grades

• strongly agree
• Agree
• Neutral
• Disagree

Concept maps are useful for helping students visualize what they understand about a topic. Students can create individual concept maps, or this may be an activity you complete as an entire class. Start with the main topic or idea in the middle of the paper, then draw lines out to circles that discuss information related to it. Depending on the subject and the age of the students, you may also ask them to draw lines connecting similar ideas.

WHAT DO YOU THINK ?

• WORKS OUT GREAT!

• IT IS TRICKY { CAN'T DO IT IN ALL CASES}

• NEVER WORKS FOR ME.

Metacognition, the awareness and understanding of one's thought processes, is pivotal in effective learning. By optimizing learning through metacognition, students acquire knowledge and develop the ability to apply, analyse, and synthesize information in diverse contexts. By encouraging students to think about their thinking, we empower them to become self-directed learners who can adapt to a rapidly changing world.

HOW CAN YOUR KIDS IMPROVE THEIR THINKING PROCESS?

As educators, we have an incredible power:

the power to help struggling students improve, and the power to help propel excelling students on to ever greater heights.

This power lies in how we provide feedback.

If our feedback is negative, punitive, or vague, our students will suffer for it.

But if it's clear, concise, and, most importantly, constructive feedback, it can help students to learn and succeed.

• YEAH! I CAN TRY .

• NAH ! TOO MUCH WORK.

Looking for common errors among the class:

You may notice common errors or misconceptions among the class while grading exams, or realize that many students ask a similar question at office hours. If you take note of these common mistakes, you can then address them to the class as a whole.

• yeah , it can help me.

• no, they will talk amongst themselves.