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How to give feedback to students

How to give feedback to students

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    Feedback Feedback Document Transcript

    • FEEDBACK IN CLASS
      • Julio Cabrales Nevárez
      • Durango, Dgo. Mexico
      • psicologia
    • Feedback: Information given to the learner about his performance on a learning task
      • Assessment
      • A “Yes, right!” after a question
      • A raised eyebrow
      • The learner is simply informed how well or badly he has performed
      • A “9” on an exam.
      • A “no” “ok” “fair” at a written assignment
      • Comments on a margin of an essay
      • Correction :
      • Some specific information is provided on aspects of the learner’s performance.
      • Explanation
      • Provision of better options
      • Elicitation
      • Usually combined with assessment
      • Its here understood as correcting mistakes
    • Relationship between assessment and correction
      • It's perfectly possible to give assessment without correction.
      • It is virtually impossible to comment on what is right or wrong in what a learner has done without conveying some kind of assessment.
      • It’s impossible not to involve some kind of judgment when correcting, even when trying to avoid it.
      • Thinking not judging is impossible, we should try to have at least a more positive attitude.
      • We teachers need to sell the idea that mistakes are natural in the process of learning a language, so we should prevent students not to take it too hard.
      • All correction should be intended for promoting learning, not for other purposes.
    • Assessment
      • Assessment and evaluation are used interchangeably
      • Formative evaluation . Teacher evaluates to form, to enhance, not conclude a process. It helps the process of learning.
      • Summative evaluation : teacher evaluates how proficient he is at a certain point, usually at the end of a course. It may contribute little or nothing to the learning process.
      • But… since it is the job of the teacher we need ways to gather information which will serve as the basis of assessment.
    • Gathering information for assessment
      • Tests : the most common
      • Criterion is an arbitrary level the student is supposed to have reached.
      • Disadvantage: not necessarily give a fair sample of st proficiency
      • Can be not valid or reliable. Can be stressful if passing depends on it.
      • Other sources:
      • Teachers assessment: subjective opinion of teacher.
      • Continuous assessment: evaluations is based on grades st received for various assignments.
      • Self assessment: st. evaluate their own performance.
      • Portfolio: students presents assignments done over a period of time
      • Criteria
      • Criterion referenced on a reasonable estimation on what is relevant for the st (age, career, level, stage of course)
      • Norm referenced : criterion relative to group.
      • Individual referenced : relative to the students own performance.
    • Formal assessment
      • Tests
      • Examinations
      • Grades
      • To check Proficiency
      • To check Achievement
      • To modify planning
      • To make decisions
    • Informal assessment
      • Activities
      • Homework tasks
      • Records of progress
      • Feedback
      • To improve procedures
      • To give feedback
    • Motivation
      • Integrative: There’s a desire to identify with and integrate into the target culture
      • Instrumental: There’s a wish to learn the language for study or career promotion
      • Intrinsic: Urge to engage in the learning activity for its own sake, or
      • Extrinsic: Motivation derived from external incentives
    • Characteristics of motivated learners
      • Positive task orientation
      • Ego-involvement
      • Need for achievement
      • High aspirations
      • Goal orientation
      • Perseverance
      • Tolerance to ambiguity