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How to give feedback to students

How to give feedback to students

Published in: Education

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    • Julio Cabrales Nevárez
    • Durango, Dgo. Mexico
    • psicologia
  • 2. 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
  • 3. 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.
  • 4. 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.
  • 5. 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.
  • 6. Formal assessment
    • Tests
    • Examinations
    • Grades
    • To check Proficiency
    • To check Achievement
    • To modify planning
    • To make decisions
  • 7. Informal assessment
    • Activities
    • Homework tasks
    • Records of progress
    • Feedback
    • To improve procedures
    • To give feedback
  • 8. 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
  • 9. Characteristics of motivated learners
    • Positive task orientation
    • Ego-involvement
    • Need for achievement
    • High aspirations
    • Goal orientation
    • Perseverance
    • Tolerance to ambiguity