Assessment Principles
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- Date Submitted: 05/26/2016 04:31 AM
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Principles of Effective Feedback |
EDCN 814 |
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Quality teaching involves the combination of curriculum, teaching, assessment and reporting to support student learning (Killen 2005, p. 3). An integral part of learning is to support students to apply knowledge in solving problems, communicating, retaining and perceiving relationships. To discover and create new knowledge and ultimately to want to learn more requires teachers to develop an environment that supports student learning. A key aspect in the learning process is for the student to know what they need to do, how they are progressing and what they need to do next in order to succeed (Hattie & Timperley 2007, p. 86).
Teachers use different types of assessments in their teaching practice in order to ascertain how much learning has taken place. This normally includes the combination of summative; those at the end of a unit of work or period and formative assessments; those which support students in developing their knowledge and skills as the subject progresses. Feedback is an essential part of the assessment process, when an agent such as teacher or peer (Hattie & Timperley 2007, p. 86) gives information back to the student on their progress. This enables the student to identify their strengths and the areas that they still need to develop in order to close the gap between their current situation and the desired outcome (Schartel 2012, p. 77). Effective feedback promotes learning and changes at a cognitive level (Peterson & Irving 2007, p. 239). This literature review, identifies through current research the key principles of effective feedback in secondary high schools throughout the world. With the implementation of these principles in the classroom by the agent, students are able to prosper and effectively accomplish the outcomes that they are capable of achieving.
Effective feedback should provide opportunities for the student to focus on the activity in order to close the...
Principles of Effective Feedback |
EDCN 814 |
|
Quality teaching involves the combination of curriculum, teaching, assessment and reporting to support student learning (Killen 2005, p. 3). An integral part of learning is to support students to apply knowledge in solving problems, communicating, retaining and perceiving relationships. To discover and create new knowledge and ultimately to want to learn more requires teachers to develop an environment that supports student learning. A key aspect in the learning process is for the student to know what they need to do, how they are progressing and what they need to do next in order to succeed (Hattie & Timperley 2007, p. 86).
Teachers use different types of assessments in their teaching practice in order to ascertain how much learning has taken place. This normally includes the combination of summative; those at the end of a unit of work or period and formative assessments; those which support students in developing their knowledge and skills as the subject progresses. Feedback is an essential part of the assessment process, when an agent such as teacher or peer (Hattie & Timperley 2007, p. 86) gives information back to the student on their progress. This enables the student to identify their strengths and the areas that they still need to develop in order to close the gap between their current situation and the desired outcome (Schartel 2012, p. 77). Effective feedback promotes learning and changes at a cognitive level (Peterson & Irving 2007, p. 239). This literature review, identifies through current research the key principles of effective feedback in secondary high schools throughout the world. With the implementation of these principles in the classroom by the agent, students are able to prosper and effectively accomplish the outcomes that they are capable of achieving.
Effective feedback should provide opportunities for the student to focus on the activity in order to close the...