For practicing teachers: When you design a formative assessment for your students examine whether you consider feedback a major component of this assessment Analyze the type of feedback you provide.Is

For practicing teachers:

When you design a formative assessment for your students examine whether you consider feedback a major component of this assessment

• Analyze the type of feedback you provide.
• Is it the type of feedback that furthers learning?
• Is it the type of feedback that strengthens the student’s capacity to self-regulate their own performance?
• Or do you provide both types of feedback?

For non-practicing teachers:

Analyze the type of feedback you received as a teacher candidate. You can use your experience as a student in the M.Ed. program or elsewhere.

• Based on what you have learned so far how would you improve the feedback practice in your student days?

please make your response reflective, personalize it, and give a practical class example

References

1. Assessment for, as, of learning. (n.d.). NSW Education Standards Authority. https://syllabus.nesa.nsw.edu.au/support-materials/assessment-for-as-and-of-learning/

• ‘Assessment for, as, of learning’ on the New South Wales Education Standards Authority, an Australian website, offers clarification and examples of assessments.

2. Goodrich, A., & Heidi .(2000). Using rubrics to promote thinking and learning. Educational Leadership, 57. http://www.ascd.org/publications/educational-leadership/feb00/vol57/num05/Using-Rubrics-to-Promote-Thinking-and-Learning.aspx

• Using rubrics to promote thinking and learning’ explains the construction and use of Instructional Rubrics to promote thinking and learning.

3. Guidance for developing and selecting quality assessments in the elementary classroom, a part of the assessment toolkit.  (n.d.). Rhode Island Department of Education and the National Center for the Improvement of Educational Assessment.   http://www.ride.ri.gov/Portals/0/Uploads/Documents/Teachers-and-Administrators-Excellent-Educators/Educator-Evaluation/Online-Modules/Quality-Assessments-Elementary.pdf 

• ‘Guidance for developing and selecting quality assessments in the elementary classroom’ is intended to assist teachers in understanding the critical role that assessments play in the classroom.

4. Moore, C., & Teather, S. (2013). Engaging students in peer review: feedback as learning. Issues in Educational Research,  23 (2), pp. 196-210.  http://www.iier.org.au/iier23/moore.pdf

• ‘Engaging students in peer review: feedback as learning’ analyzes the peer-to-peer feedback experience among university undergraduates.

5. Nicol, D., & Macfarlane-Dick, D. (2005). Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education. https://www.fammed.wisc.edu/files/webfm-uploads/documents/faculty-dev/seven-principles-of-good-feedback-practice.pdf 

• This article provides a guide to the type of feedback that strengthens the student’s capacity to self-regulate their own performance and contribute to the student’s ability to learn for the long term.

6. Rethinking classroom assessment with purpose in mind. (2006). Western and Northern Canadian Protocol for Collaboration in Education. https://www.edu.gov.mb.ca/k12/assess/wncp/full_doc.pdf 

• ‘Rethinking classroom assessment with purpose in mind’ presents important facets of assessment; it will make you reflect on the assessment FOR, AS, and OF learning, and it suggests strategies to be applied in the classroom.
• In this Unit you need to Chapter 5, ‘Assessment OF Learning, and review figure 2.2 ‘Assessment Tool Kit’, page 17.

7. Using assessment to drive instruction. (n.d.). [PowerPoint Slides]. Teacher Education.  University of Virginia.  https://education.fcps.org/bcms/sites/bcms/files/peggy.young/Using%20Assessment%20to%20Drive%20Instruction.pptx

• ‘Using assessment to drive instruction’ provides a series of classroom assessment strategies that can be applied ‘as is’ or can inspire teachers to create other assessment strategies.

8. Wilkins, E., Shin, E-K., & Ainsworth, J. (2009).   The effects of peer feedback practices with elementary education teacher candidates. Teacher Education Quarterly, Spring 2009, pp 79-93. https://files.eric.ed.gov/fulltext/EJ857477.pdf 

• ‘The effect of peer feedback practices with elementary education teacher candidates’ is an analysis of the effects and benefits of this practice in education teacher candidates.

Optional Video

1. NewMediaConsortium. (2013, June 6). Five Minutes of Fame::Emily Wray [Video]. YouTube.  http://www.queensu.ca/teachingandlearning/modules/assessments/17_s2_09_rise_meaningful_feedback_model.html (5:20)

• You can also refer https://www.queensu.ca/teachingandlearning/modules/assessments/17_s2_09_rise_meaningful_feedback_model.html ‘RISE, a model for meaningful feedback’ is a brief presentation of a feedback model designed to promote., higher-order thinking in student-to-student feedback.

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