The following examples show how two-stage individual/group projects enable the teacher to review students' learning progress and provide feedback to performance before submitting the final product.
Exploring the Feedback Conundrum
Exploring the Feedback Conundrum
Welcome!!
Welcome to the site ‘Exploring the Feedback Conundrum‘. The examples of ‘Sustainable Feedback’ that we provide emerged from our project conducted at the University of Hong Kong
Our definition of 'Sustainable Feedback':
Dialogic processes and activities which can support and inform students on the current task, whilst also developing the ability to self-regulate performance on future tasks.
The following modes of sustainable feedback were identified in this project: Dialogic Feedback, Students' Self-evaluation, Technology-supported Feedback, and Two-stage Assignments. Descriptions and examples of each are provided in this blog.
The following definitions describe categories for different types of ‘Sustainable Feedback’ that emerged from discussions with award winning teachers.
Sustainable Feedback Strategies
Sustainable Feedback Strategies
(1) Two-stage (Multi-stage) Assignments
Students complete assignments for assessment purposes that are comprised of two or more related tasks that are completed prior to submitting the final assignment. Students are then able to receive initial feedback to work in progress (prior to completion of the full assignment), and then incorporate this feedback into second submission. Portfolios, projects and other integrated tasks also share characteristics with two-stage assignments. Such assignments can facilitate sustainable feedback as they facilitate iterative development of skills over an extended period of time. So, a two-stage (multi-stage) assignment is an assessment task design to stimulate potential for productive feedback processes. It’s believed that such assignments create more potential for student responses to feedback.(2) Dialogic Feedback
Dialogic feedback can be a component of oral presentations to improve students’ communication skills. Dialogic feedback suggests an interactive exchange among peers and lecturer in which interpretations are shared, meanings negotiated and expectations clarified. Dialogic approaches to assessment can guide students towards good performance by facilitating discussions of quality in relation to specific assignment tasks and also supports them in developing enhanced ownership of assessment processes.
(3) Technology-supported Feedback
Technology is a potential tool to facilitate the feedback process. Utilizing blogs is a strategy to engage student/student, and/or student/teacher in conversations around learning associated with the assessed tasks. Technology allows continued dialogue without limiting the time or place. This type of technology-assisted dialogue promotes student autonomy and reflective interaction.
(4) Students’ Self-evaluation
Self-evaluation is defined as “the full range of self-monitoring activities that a student uses in order to reflect on his or her understating and progress” (Sullivan & Hall, 1997). It relates to self-criticism on the contribution to group work and/or on their own performance in class. Self-evaluation is usually through activities such as question-raising and the promotion of self-directed learning.
Sullivan, K., & Hall, C. (1997) Introducing students to self-assessment. Assessment & Evaluation in Higher Education, 22(3), 289-305.
Monday, July 26, 2010
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