This document provides an outline for a workshop on giving and receiving feedback. The workshop will cover various topics over a half day schedule, including the importance of feedback, different types of feedback, how to give and receive feedback, and how to analyze and apply feedback. The schedule includes two 10 minute breaks and a 45 minute lunch break. The workshop aims to dispel misconceptions about feedback and demonstrate how both giving and receiving feedback from peers and instructors can improve learning and performance. Models for giving feedback like the feedback sandwich and Pendleton model will also be discussed. Assignments related to providing constructive peer feedback will be outlined.
Giving feedback to students is often mutually unsatisfactory: it requires a great deal of time, yet it isn't always accessed. Can we do something better? This presentation was used to kick off a practitioner workshop back in 2014.
This document provides guidance on giving effective feedback and feedforward to graduate teaching assistants. It begins by defining the aims of the workshop as helping participants define feedback, recognize feedback principles, and develop skills in giving and receiving feedback through activities. It then covers identifying examples of feedback, attempting definitions of feedback, and discussing feedback purposes such as improvement and building confidence. The document outlines strategies for good feedback and challenges with providing useful feedback. It includes activities where participants practice different forms of feedback and discuss feedback experiences. In closing, it recommends feedback be a dialogue to support future learning.
Feedback, feedforward and recognition (training intro by COHERENCE)Frederic Theismann
This document provides an introduction to feedback, feedforward, and recognition as tools for virtuous leaders. It discusses that feedback is challenging but necessary for growth and adaptation. Effective feedback helps the receiver understand where they are going, their mindset, and next steps. Feedforward focuses on the future rather than the past. The most important attitude before giving feedback is building trust and asking permission. Self-feedback and recognition are also important skills.
When students complete an assessment, as teachers, we then have an opportunity to respond through our marking and feedback. This is a wonderful chance to do a little more teaching, particularly individualised teaching, through our feedback.
The document discusses assessment approaches used in problem-based learning (PBL). It outlines the intended learning outcomes of PBL which include collaborating in small groups, critically analyzing issues from triggers, and presenting findings to other teams. It then provides a PBL trigger involving a lecturer who is unhappy with student essay performance and asking for feedback. The document discusses assessing the process versus the product, formative versus summative assessment, and the benefits of self-assessment and peer feedback. It emphasizes that assessment should promote deep learning and provide information to teachers to shape their teaching.
The document provides guidance on effective feedback for learning. It discusses that feedback should focus on the learning intention and success criteria, occur during learning, and provide information and strategies to close gaps. Descriptive feedback is most effective as it focuses on improvement rather than evaluation. Teachers are encouraged to use prompts, check student understanding of feedback, and allow time for students to apply feedback through redrafting.
Giving feedback to students is often mutually unsatisfactory: it requires a great deal of time, yet it isn't always accessed. Can we do something better? This presentation was used to kick off a practitioner workshop back in 2014.
This document provides guidance on giving effective feedback and feedforward to graduate teaching assistants. It begins by defining the aims of the workshop as helping participants define feedback, recognize feedback principles, and develop skills in giving and receiving feedback through activities. It then covers identifying examples of feedback, attempting definitions of feedback, and discussing feedback purposes such as improvement and building confidence. The document outlines strategies for good feedback and challenges with providing useful feedback. It includes activities where participants practice different forms of feedback and discuss feedback experiences. In closing, it recommends feedback be a dialogue to support future learning.
Feedback, feedforward and recognition (training intro by COHERENCE)Frederic Theismann
This document provides an introduction to feedback, feedforward, and recognition as tools for virtuous leaders. It discusses that feedback is challenging but necessary for growth and adaptation. Effective feedback helps the receiver understand where they are going, their mindset, and next steps. Feedforward focuses on the future rather than the past. The most important attitude before giving feedback is building trust and asking permission. Self-feedback and recognition are also important skills.
When students complete an assessment, as teachers, we then have an opportunity to respond through our marking and feedback. This is a wonderful chance to do a little more teaching, particularly individualised teaching, through our feedback.
The document discusses assessment approaches used in problem-based learning (PBL). It outlines the intended learning outcomes of PBL which include collaborating in small groups, critically analyzing issues from triggers, and presenting findings to other teams. It then provides a PBL trigger involving a lecturer who is unhappy with student essay performance and asking for feedback. The document discusses assessing the process versus the product, formative versus summative assessment, and the benefits of self-assessment and peer feedback. It emphasizes that assessment should promote deep learning and provide information to teachers to shape their teaching.
The document provides guidance on effective feedback for learning. It discusses that feedback should focus on the learning intention and success criteria, occur during learning, and provide information and strategies to close gaps. Descriptive feedback is most effective as it focuses on improvement rather than evaluation. Teachers are encouraged to use prompts, check student understanding of feedback, and allow time for students to apply feedback through redrafting.
Workshop session for Evaluators and Endorsement Committee Members of the South African Council for Educators (SACE), given on 7-8 October 2014 in Centurion, South Africa
Importance of feedback in teaching and learning languagesMahdi Bouguerine
The document discusses various types of mistakes students make, sources of errors, and effective feedback strategies. It describes how teachers can provide feedback to help students overcome mistakes through techniques like self-assessment, peer feedback, and addressing errors during accuracy or fluency work. The goal of feedback is to help students improve their language skills without damaging their confidence or motivation.
Activating student agency through feedbackTansy Jessop
1) The document discusses strategies for providing effective feedback to students to activate student agency. It outlines common problems with feedback such as it being too focused on modules, impersonal, and emphasizing negatives.
2) Principles for effective feedback include building connections across assignments, creating sustained dialogue through various methods, using a conversational personal tone, and actively engaging students in feedback processes.
3) The document argues for a paradigm shift toward viewing feedback as a dialogic process that builds relationships rather than just marking, in order to more fully support student learning.
The document discusses feedback as an objective description of a student's performance intended to guide future improvement rather than judge performance. Effective feedback describes what a student did well and what needs correcting without praise or blame. It shows students where they are in relation to learning goals and what they need to do to achieve mastery. Feedback should be timely, specific, and provide guidance on improving for the next task.
Proactive Feedback Strategies in Online (and Offline) TeachingDavid Lynn Painter
Are you frustrated or overwhelmed when trying to balance punitive comments, or justifications for point deductions, with constructive criticism, or specific revision suggestions, in your evaluations of student assignments? Is listing the reasons points were deducted from student work the sole function of an effective teacher? How can instructors best manage their time to develop assignments and provide constructive criticism that fosters student learning and growth? If you find any of these questions compelling, please join our discussion on the struggle to balance objective and subjective criteria to develop positive, mentoring roles with your students.
Preparation for peer observation of teachingUDLearning
This document outlines the process and benefits of peer observation partnerships between teachers. It discusses planning meetings between partners, observing each other's teaching, providing individual reflection and feedback, and changing roles. Partnerships can involve two teachers, groups, or coordinators. The goal is to provide constructive feedback, share ideas, develop teaching skills, and create an open approach to improvement. The observation process and post-observation discussions are structured. Critical reflection on teaching philosophy and practice helps drive ongoing professional development. Effective partnerships are seen through positive outcomes for personal and teaching skills and the ability to critically engage with feedback.
TESTA, Southampton Feedback Champions Conference (April 2015)TESTA winch
This document summarizes key findings from research into feedback design and student learning conducted as part of the TESTA (Transforming the Experience of Students Through Assessment) project. Some of the main issues identified are that modular course design leads to an over-emphasis on summative assessment, leaving little time for formative feedback. Students report feedback is often untimely and not helpful for improving future work. The research also found tacit teaching philosophies can influence the nature and quality of feedback provided. Mass higher education is found to diminish the personal relationship between students and instructors. Suggestions to address these problems include redesigning courses to better integrate formative and summative tasks, using technology to provide more personalized feedback,
This document summarizes a meeting about using the Critical Friends process for teacher collaboration and professional development. It defines Critical Friends as peers who provide constructive feedback to help each other improve teaching. The steps of the Critical Friends process involve a teacher presenting a lesson or student work, and participants asking reflective questions to help the presenter gain different perspectives. Effective facilitation is important to keep discussions focused on the goals of understanding student learning and informing future instruction. Research shows that teacher collaboration combined with coaching support helps teachers implement new skills in the classroom.
This document discusses the importance of effective academic feedback and provides characteristics of effective feedback. It notes that academic feedback is strongly related to student achievement regardless of student characteristics. It then lists seven keys to effective feedback: being goal-referenced, tangible, actionable, user-friendly, timely, ongoing, and consistent. Examples of effective and ineffective feedback are provided, and participants are asked to improve ineffective examples. The power of effective feedback is emphasized.
The document discusses feedback in language teaching. It provides definitions of feedback and describes its two main components: corrections and assessment. Corrections provide explanations or alternatives to improve performance, while assessment simply informs learners of their performance level. The document also examines different approaches to the nature and function of feedback, including how to provide oral and written feedback and correct mistakes. It offers practical hints for teachers to maintain discipline in the classroom, such as being well prepared, moving around, and treating students with respect.
TESTA, Presentation to the SDG Course Leaders, University of West of Scotlan...TESTA winch
This document provides an overview of the TESTA (Transforming the Experience of Students through Assessment) research project. It discusses key findings from auditing assessment practices across various university programmes. Some programmes had clear goals and feedback that drove student effort, while others lacked clarity and feedback. The research found formative assessment was underused and feedback was often untimely and disjointed. TESTA cases studies showed how increasing formative work and dialogue about standards can boost learning. Overall, the project revealed assessment patterns influence student experience and outcomes significantly.
1) The document discusses findings from the TESTA (Transforming the Experience of Students Through Assessment) project which aimed to improve student learning through better assessment practices.
2) Key findings included that students experienced too much high-stakes summative assessment leaving little time for formative tasks or deeper learning. Feedback was often untimely and not aligned with learning.
3) Students reported being confused about learning goals and standards due to inconsistent marking between staff. The modular system hindered integrated, connected learning across modules.
The document provides feedback from classroom observations and focus groups conducted in November 2015. Strengths noted included well-behaved students, positive classroom environments, and effective routines. However, areas for development were also identified, such as lessons being too teacher-led with passive students, limited questioning strategies, and lack of differentiation. Student focus groups provided additional feedback on wanting varied activities, meaningful feedback, and learning linked to real life. The document concludes with questions for teachers and a revisiting of formative assessment techniques and the four-phase lesson model.
The document discusses improving the quality and consistency of feedback given to students at a school. It outlines two goals: 1) improving the quality of feedback provided by framing it as questions rather than directives, and 2) giving students dedicated time to actively respond to and reflect on the feedback. The document notes that effective feedback is formative and moves learning forward by provoking student thinking, rather than just assessing learning. It provides tips for implementing dedicated improvement and reflection time (DIRT) to ensure students adequately engage with feedback.
The document provides tips and guidelines for various types of assignments in an online course, including class participation, discussion boards, group activities, journal entries, writing assignments, exams, and project-based learning. For each assignment type, 3-4 tips are given to help students succeed, such as demonstrating preparation, contributing meaningful insights, posting consistently, respecting others, and communicating effectively. Project-based learning is defined as involving students investigating real-world problems over an extended period through exploring, experimenting, and presenting solutions.
TESTA, Assessment for Learning Symposium, Durban University of Technology (Oc...TESTA winch
This document summarizes a presentation given by Dr. Tansy Jessop at the Assessment for Learning Symposium at Durban University of Technology on October 9, 2014. The presentation discussed challenges with assessment and feedback voiced by staff and students at DUT, and highlighted evidence from the TESTA research project showing how formative assessment and feedback can be improved to better support student learning when implemented as part of a holistic program-level approach. Specific strategies discussed included increasing formative tasks, linking formative and summative assessments, and using peer and self-assessment to create assessment dialogues.
The document discusses planning and evaluation for teaching and learning in higher education. It covers key topics like constructive alignment, assessment and feedback, and evaluation of teaching. The learning outcomes are to identify successful planning themes, consider different assessment modes, and discuss using real student feedback. Constructive alignment and writing learning outcomes are explained. Different types of assessment and feedback are also defined, including the importance of feedback in learning. Principles of good feedback practice and evaluating teaching quality are presented.
Medical Education, Feedback, Undergraduates, Feedback for written exam and assignments, feedback for oral presentations, feedback for laboratory experience
Workshop session for Evaluators and Endorsement Committee Members of the South African Council for Educators (SACE), given on 7-8 October 2014 in Centurion, South Africa
Importance of feedback in teaching and learning languagesMahdi Bouguerine
The document discusses various types of mistakes students make, sources of errors, and effective feedback strategies. It describes how teachers can provide feedback to help students overcome mistakes through techniques like self-assessment, peer feedback, and addressing errors during accuracy or fluency work. The goal of feedback is to help students improve their language skills without damaging their confidence or motivation.
Activating student agency through feedbackTansy Jessop
1) The document discusses strategies for providing effective feedback to students to activate student agency. It outlines common problems with feedback such as it being too focused on modules, impersonal, and emphasizing negatives.
2) Principles for effective feedback include building connections across assignments, creating sustained dialogue through various methods, using a conversational personal tone, and actively engaging students in feedback processes.
3) The document argues for a paradigm shift toward viewing feedback as a dialogic process that builds relationships rather than just marking, in order to more fully support student learning.
The document discusses feedback as an objective description of a student's performance intended to guide future improvement rather than judge performance. Effective feedback describes what a student did well and what needs correcting without praise or blame. It shows students where they are in relation to learning goals and what they need to do to achieve mastery. Feedback should be timely, specific, and provide guidance on improving for the next task.
Proactive Feedback Strategies in Online (and Offline) TeachingDavid Lynn Painter
Are you frustrated or overwhelmed when trying to balance punitive comments, or justifications for point deductions, with constructive criticism, or specific revision suggestions, in your evaluations of student assignments? Is listing the reasons points were deducted from student work the sole function of an effective teacher? How can instructors best manage their time to develop assignments and provide constructive criticism that fosters student learning and growth? If you find any of these questions compelling, please join our discussion on the struggle to balance objective and subjective criteria to develop positive, mentoring roles with your students.
Preparation for peer observation of teachingUDLearning
This document outlines the process and benefits of peer observation partnerships between teachers. It discusses planning meetings between partners, observing each other's teaching, providing individual reflection and feedback, and changing roles. Partnerships can involve two teachers, groups, or coordinators. The goal is to provide constructive feedback, share ideas, develop teaching skills, and create an open approach to improvement. The observation process and post-observation discussions are structured. Critical reflection on teaching philosophy and practice helps drive ongoing professional development. Effective partnerships are seen through positive outcomes for personal and teaching skills and the ability to critically engage with feedback.
TESTA, Southampton Feedback Champions Conference (April 2015)TESTA winch
This document summarizes key findings from research into feedback design and student learning conducted as part of the TESTA (Transforming the Experience of Students Through Assessment) project. Some of the main issues identified are that modular course design leads to an over-emphasis on summative assessment, leaving little time for formative feedback. Students report feedback is often untimely and not helpful for improving future work. The research also found tacit teaching philosophies can influence the nature and quality of feedback provided. Mass higher education is found to diminish the personal relationship between students and instructors. Suggestions to address these problems include redesigning courses to better integrate formative and summative tasks, using technology to provide more personalized feedback,
This document summarizes a meeting about using the Critical Friends process for teacher collaboration and professional development. It defines Critical Friends as peers who provide constructive feedback to help each other improve teaching. The steps of the Critical Friends process involve a teacher presenting a lesson or student work, and participants asking reflective questions to help the presenter gain different perspectives. Effective facilitation is important to keep discussions focused on the goals of understanding student learning and informing future instruction. Research shows that teacher collaboration combined with coaching support helps teachers implement new skills in the classroom.
This document discusses the importance of effective academic feedback and provides characteristics of effective feedback. It notes that academic feedback is strongly related to student achievement regardless of student characteristics. It then lists seven keys to effective feedback: being goal-referenced, tangible, actionable, user-friendly, timely, ongoing, and consistent. Examples of effective and ineffective feedback are provided, and participants are asked to improve ineffective examples. The power of effective feedback is emphasized.
The document discusses feedback in language teaching. It provides definitions of feedback and describes its two main components: corrections and assessment. Corrections provide explanations or alternatives to improve performance, while assessment simply informs learners of their performance level. The document also examines different approaches to the nature and function of feedback, including how to provide oral and written feedback and correct mistakes. It offers practical hints for teachers to maintain discipline in the classroom, such as being well prepared, moving around, and treating students with respect.
TESTA, Presentation to the SDG Course Leaders, University of West of Scotlan...TESTA winch
This document provides an overview of the TESTA (Transforming the Experience of Students through Assessment) research project. It discusses key findings from auditing assessment practices across various university programmes. Some programmes had clear goals and feedback that drove student effort, while others lacked clarity and feedback. The research found formative assessment was underused and feedback was often untimely and disjointed. TESTA cases studies showed how increasing formative work and dialogue about standards can boost learning. Overall, the project revealed assessment patterns influence student experience and outcomes significantly.
1) The document discusses findings from the TESTA (Transforming the Experience of Students Through Assessment) project which aimed to improve student learning through better assessment practices.
2) Key findings included that students experienced too much high-stakes summative assessment leaving little time for formative tasks or deeper learning. Feedback was often untimely and not aligned with learning.
3) Students reported being confused about learning goals and standards due to inconsistent marking between staff. The modular system hindered integrated, connected learning across modules.
The document provides feedback from classroom observations and focus groups conducted in November 2015. Strengths noted included well-behaved students, positive classroom environments, and effective routines. However, areas for development were also identified, such as lessons being too teacher-led with passive students, limited questioning strategies, and lack of differentiation. Student focus groups provided additional feedback on wanting varied activities, meaningful feedback, and learning linked to real life. The document concludes with questions for teachers and a revisiting of formative assessment techniques and the four-phase lesson model.
The document discusses improving the quality and consistency of feedback given to students at a school. It outlines two goals: 1) improving the quality of feedback provided by framing it as questions rather than directives, and 2) giving students dedicated time to actively respond to and reflect on the feedback. The document notes that effective feedback is formative and moves learning forward by provoking student thinking, rather than just assessing learning. It provides tips for implementing dedicated improvement and reflection time (DIRT) to ensure students adequately engage with feedback.
The document provides tips and guidelines for various types of assignments in an online course, including class participation, discussion boards, group activities, journal entries, writing assignments, exams, and project-based learning. For each assignment type, 3-4 tips are given to help students succeed, such as demonstrating preparation, contributing meaningful insights, posting consistently, respecting others, and communicating effectively. Project-based learning is defined as involving students investigating real-world problems over an extended period through exploring, experimenting, and presenting solutions.
TESTA, Assessment for Learning Symposium, Durban University of Technology (Oc...TESTA winch
This document summarizes a presentation given by Dr. Tansy Jessop at the Assessment for Learning Symposium at Durban University of Technology on October 9, 2014. The presentation discussed challenges with assessment and feedback voiced by staff and students at DUT, and highlighted evidence from the TESTA research project showing how formative assessment and feedback can be improved to better support student learning when implemented as part of a holistic program-level approach. Specific strategies discussed included increasing formative tasks, linking formative and summative assessments, and using peer and self-assessment to create assessment dialogues.
The document discusses planning and evaluation for teaching and learning in higher education. It covers key topics like constructive alignment, assessment and feedback, and evaluation of teaching. The learning outcomes are to identify successful planning themes, consider different assessment modes, and discuss using real student feedback. Constructive alignment and writing learning outcomes are explained. Different types of assessment and feedback are also defined, including the importance of feedback in learning. Principles of good feedback practice and evaluating teaching quality are presented.
Medical Education, Feedback, Undergraduates, Feedback for written exam and assignments, feedback for oral presentations, feedback for laboratory experience
The document discusses key ideas for producing effective feedback, including integrating feedback into curriculum design, providing timely feedback within 3 weeks, and making feedback clear, focused, supportive, and inclusive of student diversity. It also addresses the importance of developing students' self-evaluation skills and engagement with feedback through dialogue in order to improve learning outcomes. The overall focus is on establishing a learning-oriented framework where feedback helps students to self-regulate and take agency over their learning.
Mary Fitzpatrick UL_Edin Dec 1st_Tools for reflection and self development 1Ctl Ul
This document discusses tools and sources for teacher reflection and professional development. It outlines student evaluations, peer observation, portfolio development, and focus groups as sources of feedback. It addresses both uses and reservations about evidencing teaching practices. The document also examines how teachers can interpret feedback, the benefits of self-development through observing others, and examples of what teachers say about reflection. It emphasizes reflection as an ongoing process that should lead to planned changes in teaching practices and identifies clear learning objectives and investment of time as principles of continuous professional development.
The document discusses various types and best practices for providing effective feedback to students. It describes that feedback should be specific, timely, and focused on helping students improve. It also emphasizes that feedback is most useful when it involves students, is aligned with learning goals, and encourages self-assessment and independent learning. The document provides many examples and research-based principles for crafting feedback that enhances learning.
Proposing a model for the incremental development of peer assessment and feed...Laura Costelloe
Abstract
Literature suggests that a crucial element of peer assessment is feedback; through giving and receiving feedback, peer assessment works to engage student learning on a deeper level (Liu and Carless, 2006; Topping, 1998). Equally, the ability to give and receive feedback and to critique have been recognised as important life skills beyond the classroom that are applicable to work contexts. Given this reality, learning how to give constructive feedback should be viewed as ‘an essential generic skill’ (Cushing et al, 2011: 105).
This presentation reports on a model for an incremental trajectory for building confidence and competence in peer assessment and feedback for Higher Education learners. The model was developed from a case study of a postgraduate programme in an Irish Higher Education context. Arising from a small-scale study incorporating a combination of student feedback, teacher observations and informed by relevant literature (for more detail on the methodology underpinning the development of the model see Egan and Costelloe, 2016), the model recognises that giving and receiving peer feedback is not an innate skill and that learners require a scaffolded approach to develop the requisite skills (Adachi et al, 2018; Cassidy, 2006). This presentation focuses specifically on the ‘peer feedback’ component of the proposed model and outlines how the model might support incremental skill development, particularly (i) the ability to assess others, (ii) the ability to give and receive feedback and (iii) the ability to make judgments. The model suggests that learners should firstly become comfortable engaging in self-assessment tasks, which should incorporate a form of feedback from a more competent other. From here, self-assessment and peer-assessment should commence to allow the learner to understand how a peer may perceive elements of assessment and feedback differently. Following this, group-to group peer assessment and feedback is encouraged, as this can enhance confidence in judgement and communication of feedback. From this point, one-to-one and one-to-group peer assessment and feedback can commence.
We argue that such an approach encourages the use of peer assessment as and for learning, whereby students are gradually scaffolded - through various formative “low stakes” assessment tasks and activities - to develop the ability to provide formative peer feedback. While the model requires further testing and validation, it offers a pathway for practitioners for the incremental development of peer assessment and feedback skills.
This document provides information on effective feedback strategies for teachers. It discusses research showing that feedback has a strong influence on student achievement. It outlines characteristics of effective feedback, including being goal-oriented, consistent, actionable, user-friendly, timely and ongoing. Examples of feedback are presented and different types are described. Teachers are encouraged to self-assess their feedback and focus it on improving the learning process rather than just correctness. Students should be given opportunities to apply feedback in further instruction and work.
This document discusses strategies for effective marking and feedback at Chalfonts Community College. It addresses using improvements and responses to provide feedback that has impact on students' learning. Examples shown include using positive language and setting clear expectations for student responses. Providing dedicated response time is advocated to ensure students can reflect on feedback. Peer and self-assessment is discussed as a way to reduce teacher workload if implemented properly. Key tips include modeling assessment, using success criteria, and having teachers moderate student feedback. Evaluating examples in the document and sharing other experiences is suggested.
This document provides an overview of formative assessment and its benefits. It discusses how formative assessment involves sitting with the learner and providing feedback to help them close learning gaps. Formative assessment directly impacts student growth, while summative assessment only measures outcomes. Research shows formative assessment, when implemented through feedback, student involvement, teaching adjustments, and self-assessment, can significantly improve learning. The document explores convergent and divergent assessment models and provides resources for learning more about effective formative practices.
The document discusses the importance of feedback for learning. It outlines John Hattie's research showing that feedback has a significant impact on learning when implemented effectively. The staff are committing to focusing on learning this term, including making learning visible and finding ways to continually improve teaching through feedback. Examples of effective feedback include clarifying goals, directing attention to processes, and motivating increased student effort. The document also provides strategies for incorporating feedback into classroom practice, such as engineering discussions and setting challenging goals.
Giving Feedback. chapter 40. A practical guide for medical teachers. HardenHanie Alizadeh
This document discusses providing feedback in medical education. It begins with an introduction to feedback and defines it. It describes the differences between formative and summative feedback. Key principles of effective feedback are outlined, including making it a regular occurrence, using standards, first-hand observations, communication strategies, and focusing on decisions. Barriers to feedback and templates for feedback sessions are presented. The importance of feedback for learners, teachers and programs is explained. Other approaches like checklists and peer feedback are also discussed. The document concludes with training faculty to improve their feedback skills and culture.
This document provides guidance to students on using feedback effectively. It discusses why students receive feedback, what they should do with feedback, and how to "feed forward" by applying feedback to future assessments. The document encourages students to reflect on feedback and create action plans to improve. It also addresses publishing grades and feedback online, separating feedback from grades, assessment criteria, and using portfolios. The overall message is that reflecting on feedback and creating action plans can help students improve their performance.
This document discusses challenges with feedback and assessment in higher education. It notes that students often do not find feedback useful as it feels disconnected from future work and there is inconsistency between markers. The document explores how to improve feedback through more dialogue and formative assessment. Case studies show that formative tasks work best when they are low-risk, engage students in reflection, and are linked to summative assessments. The key is to make assessment a learning process rather than just evaluation.
The document outlines an agenda for a leadership development workshop focusing on building sustainable school leadership skills. It discusses principles of sustainability like depth, breadth, and justice. It provides models for quality professional dialogue including quality learning circles and a pedagogy coaching model. It also addresses having tough conversations and developing issue identification and prioritization strategies.
Module 13: School Leadership : Concepts and ApplicationNISHTHA_NCERT123
Learning Objectives
Learning Objectives
System level functionaries (CRC/BRC/ABRC/BEO/ABEO/DEO/DPO) would be able to:
Develop a shared vision on leading clusters, blocks and districts for quality improvement in schools
Head Teachers would be able to:
Understand and develop a perspective on school leadership with a focus on multiple roles and responsibilities of a school leader
Develop academic leadership for improving student learning and quality improvement in schools
Gain knowledge, skills and attitudes to lead the school through building a collaborative learning culture conducive for student learning
This document summarizes a slideshow on increasing student engagement. It discusses five levels of student engagement from passive compliance to authentic engagement. It also covers types of classrooms, factors that influence student achievement, and standards for an engaged "WOW" school. The document provides discussion questions and activities to help teachers reflect on engagement levels and motivate students.
This document discusses planning and assessment for learning. It provides guidance on developing lesson plans, formative assessment strategies, and the role of assessment for learning. The key elements discussed include setting learning objectives, organizing learning activities, considering resources and grouping, using formative assessment strategies during and after lessons, and evaluating lessons to inform future planning. The document emphasizes that planning, teaching and assessment should be cyclic and integrated to best support student learning.
This document discusses effective feedback strategies for teaching. It explains that feedback should include both positive comments and corrections focusing on content and accuracy. Feedback should connect to the learning task, help students improve their writing, and maintain student motivation through clarifying questions rather than negative statements. Praising effort rather than ability increases student motivation and learning. Feedback should provide clear next steps for students and be specific rather than ambiguous. While grading can provide feedback when criteria are clear, feedback alone focuses on the writing process without assigning value and is less time-consuming for instructors. The primary purpose of facilitative feedback comments is to engage students in revision to improve their writing over time.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
I’ll tell you mine if you tell me yours feedback workshop
1. I’ll Tell You Mine If You
Tell Me Yours:
Feedback Workshop
By: Hannah, Miranda, Yumna, and Leena
2. Workshop Outline - Topics and Schedule
Topics
1. Importance of giving and receiving feedback.
2. What are the types of feedback?
3. How do you give feedback?
4. Assignments and Evaluations
5. How do you receive and respond to
constructive feedback?
6. Analyzing provided feedback and converting
feedback into action.
7. Giving feedback to yourself.
8. About the post-workshop survey
9. Q & A Session
Schedule
- Start promptly at 9 am
- 10-minute break at 10 am
- 45-minute lunch break at 11 am
- 10-minute break at 1 pm
- Workshop officially over at 2 pm*
*Facilitators will remain until approx. 2:30 pm
3.
4. The Importance of Giving and Receiving Feedback
Misconceptions and Student Beliefs:
● “Feedback only happens [and is only important in] performance evaluation.”
● “Giving feedback isn’t worth the effort. There’s no point because it isn’t going to change anything.”
● “Critical [and negative] feedback just hurts people’s feelings.”
● “Feedback isn’t helpful.” or “I don’t need feedback.”
● “People always understand the feedback given to them.”
● “Getting feedback once is enough.”
*Remember - None of us is so good in everything we do that we cannot become better - that we cannot
do better with support from knowledgeable peers and colleagues.
5. The Importance of Giving and Receiving Feedback
Receiving from peers:
● Improves giving feedback: metacognition/reflective writing and thinking
● Strengthens learning through assessing feedback
● Helps to establish interpretation/understanding and helps peers understand how to give feedback
● Helps to establish confidence in fellow peers skills and knowledge (Ion et al., 2019)
Giving Feedback to Peers:
● Improves metacognition/reflective writing and thinking through
○ practicing problem detection
○ problem diagnosis
○ strategies for revision
● experiential learning in problem detection
● become aware of different types of writing problems
● discover revision strategies (Flower et al., 1986)
● Providing peer feedback is considered beneficial to students' writing as it stimulates them to actively consider the
task-specific processes and criteria (Fragoulis & Diamantaki, 2012).
6. The Importance of Giving and Receiving Feedback
Receiving from educators:
● Improves overall competence and performance
● Improve cognitive learning
● A survey by Fragoulis & Diamantaki (2012) found that 51% of higher education students found
teacher feedback much to very much effective
● Points out the errors of learning for students
● Encourages students to formulate learning goals
(Fragoulis & Diamantaki, 2012; Henderson et al. 2019)
“Lack of feedback entails no improvement of the trainees’ progress or their skills’
development” (Fragoulis & Diamantaki, 2012, p. 219; Lerner, 2002; Kapsalis, 2006).
8. What are the Types of Feedback?
Constructive Destructive
Evaluated without bias Aims to disregard the person being
evaluated.
Blend of positive & negative feedback Negative feedback only.
Supported evidence to support advice Lack of evidence to support advice
Feedback is applicable and expands
learning experience
Detracts from learning experience
(Ruth & Richard, 2013).
9. What are the Types of Feedback?
Intrinsic Instructional
Long term learning Short term learning
Often associated with Constructivist
pedagogy
Often associated with Behaviourist
pedagogy
Relies more on the decisions made by the
learner
Relies on memory retention
Indirect feedback Immediate feedback
creates self regulated learners/
independence
learners are dependent on immediate & set
instructions
(Bates, 2014; Ruth & Richard, 2013).
10. What are the Types of Feedback?
Formative Summative
Centered on learner progress measures performance
Evaluation is a process with opportunity to
obtain feedback
evaluated in the end with feedback
Learners can reflect and apply feedback
without it impacting the final grade
measures performance by a standard
Continuous encouragement to do better rank/grade based
(Hardavella et al., 2017; Lerdpornkulrat, 2017)
11. What are the Types of Feedback?
What purpose does each serve?
Constructive: is a blend of positive and negative feedback based on a person’s results. it’s
supposed to help an individual develop either personally or professionally by creating an
environment of improvement (Altmiller et al., 2018). Constructive feedback is important to both the
teaching and learning process (Groves et al., 2015; Plakht, Shiyovich, Nusbaum, & Raizer, 2013).
Destructive: focuses on the negative aspects of the results without providing any support and
suggestions of improvement (Ruth & Richard, 2013).
12. What are the Types of Feedback?
What purpose does each serve?
Instructional: is a useful strategy for tracking student learning in response to guidance and
prompting students to validate, refine, or explain their misinterpretations. The purpose is to make
sure learners successfully implement and understand the feedback in order to remove
misunderstandings (Oakes et al., 2018).
Intrinsic: The central purpose of intrinsic feedback is to encourage lifelong learning through self
efficiency and situational context (Lerdpornkulrat, 2017).
13. What are the Types of Feedback?
What purpose does each serve?
Summative The purpose of this feedback is to allow students to progress and improve their work
through consistent feedback of their work. Students will be able to practise in improving their work
before receiving a final grade. This allows for students to grow their learning without fear of failure.
Formative The purpose of this feedback is to allow students to receive immediate feedback based
which is evaluated through performance based grading. The goal of formative feedback is for
learners to excel on their learning and forming learning goals to achieve in future work.
(Hardavella et al., 2017; Lerdpornkulrat, 2017)
15. Breakout Room Activity
Share feedback that you have received in your personal and/or professional
lives and connect it to the feedback types we have discussed.
Examples of the Different Types of Feedback
Six types of feedback:
1) Constructive
2) Destructive
3) Instructional
4) Intrinsic
5) Summative
6) Formative
16. How Do You Give Feedback?
Helpful feedback is:
● goal-referenced
● tangible and transparent
● actionable
● user-friendly (specific and
personalized)
● timely
● ongoing
● consistent.
(Wiggins, 2012)
17. T.A.C.K.O.S.
Timely - Feedback is provided promptly, giving time to review and incorporate it.
Action-related - Feedback is connected to or recommending specific actionables.
Consistent in structure/content - Consistent with criteria and expectations. Consistent in the structure and
delivery of feedback.
Knowledge-based - Feedback is not ‘opinion-based,’ it is back by and founded in knowledge.
Ongoing - Feedback is a continuous cycle of eliciting and applying feedback.
Supportive and constructive - The aim of feedback is to support and encourage the author in advancing
their abilities and learning, while promoting reflection, through
constructive and actionable recommendations and comments.
(Malkin, 2014)
18. Giving Feedback:
Mrs. Wang is working individually with Sophia, a student struggling with writing a persuasive essay.
Sophia is passionate about her views of reducing waste and recycling, yet her current essay comes
across as "ranting" without much information to back up her views. As they work through the essay,
Mrs. Wang's feedback commends Sophia's enthusiasm for her topic and helps her rewrite the essay
as a call to action rather than as a diatribe. At the end of the session, Mrs. Wang says to Sophia, "I
think our next step is to show readers what first intrigued you to take action. You mention that you
saw a video about the amount of waste going to landfills. Perhaps we could find some exact
numbers about how much trash we produce. That would help readers understand your passion for
creating change."
Is this good feedback? Why?
19. Feedback Models
Feedback Sandwich - Starts and concludes with positive feedback.
Chronological Fashion - Focuses on reflecting observations in the timeline that they happened.
Pendleton Model - Learner centred and conversation based; identifies an action plan or goals.
(Hardavella et al., 2017)
20. Breakout:
Reflect on the three models: Sandwich, Chronological and Pendleton.
In small groups of 3-4, discuss your experience giving feedback using any of these models. If you haven’t
given feedback before or have not given feedback following any of these models, consider and share how you
would give feedback using one of the models.
Which model do you think is most effective? Is one model better for a certain environment? Why?
22. Assignments and Evaluations
Part A - COMPLETED and posted before the workshop
https://padlet.com/princessawesome/ConstructiveFeedback
Part B - Using the rubric, expectations for peer-to-peer feedback,
and deadline.
Part C - Expectations and deadline
https://docs.google.com/document/d/1MqMA2itc_tyGro_AO6WcmZgOJHokSU4DrFwa_JU1v5w/edit
?usp=sharing
23.
24. How Do You Receive and Respond to
Constructive-Critical Feedback?
25. How Do You Receive and Respond to
Constructive-Critical Feedback?
● Be a good listener
● When in doubt, ask for clarification
● Embrace the feedback session as a learning opportunity
● Remember to pause and think before responding
● Avoid jumping to conclusions, and show that you are invested in the learning process
and keen to improve
● Think positively and be open to helpful hints
● Learn from your mistakes and be motivated
● Be a good sport and show appreciation
● Be proactive
(Hardavella et al., 2017)
26. Analyzing Provided Feedback and
Converting Feedback into Action
● Stop Viewing Mistakes as Failures
● Ask for Specifics
● Get a Second Opinion
● Define Your Plan
● Follow Through
● Learn When to Let Go
28. Giving Feedback to Yourself:
Reflection and Critical-Constructively Analyzing our own Work
● Critical self-reflection requires us to ponder our practices, processes and identities.
● This self-assessment encourages us to take responsibility over our own learning and helps us
to reflect on our thinking processes. Taking back this responsibility of giving feedback on your writing
breaks the cycle of blindly doing what another tells you, just because they say it is the correct way
(Hurley, 2018).
● It also necessitates that we look beyond our own situations to the external causes, laws, and
individuals who might have an impact on our decisions and actions (Sutherland, 2013).
● Self-assessment is an important part of formative assessment because, as Sadler (1989) points
out, it is essentially up to the student to "close the distance" between current output (as revealed by
assessment) and the desired level (Panadero et al., 2017).
29. Giving Feedback to Yourself:
Reflection and Critical-Constructively Analyzing our own Work
A simple reflective model that is flexible especially when getting started with self-reflection is the model
generated by Rolfe et al (2001):
1. What? - What happened?
2. So what? - What does it mean?
3. Now what? - What needs to happen next?
30. Giving Feedback to Yourself:
Reflection and Critical-Constructively Analyzing our own Work
(Diagram: Gibbs G [1988] Learning by Doing: A guide to
teaching and learning methods. Further Education Unit.
Oxford Polytechnic: Oxford. [Brookes.ac.uk])
31. Giving Feedback to Yourself:
Reflection and Critical-Constructively Analyzing our own Work
Ways to Reflect:
● A diary or written journal
● Mind maps, sketches or diagrams
● Reflective dialogue with peers
● Blogs and other social media
● Academic study
(Lawrence-Wilkes et. al, 2015)
Which of these have you completed? Did you find them helpful?
32. About: Post-Workshop Survey
Purpose: to evaluate your learning and ensure learning outcomes have been met, encourage
reflection on the part of participants and the facilitators, evaluate the workshop, and allows
participants to contribute to the ongoing process of keeping our workshop current, informative, and
accessible.
● Complete after Part C has been submitted and reviewed by facilitators
● Emailed to you with your certificate of completion
Community of Practice: A Space to Connect with and Support Peers and Colleagues
● https://join.slack.com/t/ontariotechu-corp/shared_invite/zt-oe30o0br-EOvJ17cwMun8nSU1bJ
b4qQ
34. Altmiller, G. , Deal, B. , Ebersole, N. , Flexner, R. , Jordan, J. , Jowell, V. , Norris, T. , Risetter, M.
J., Schuler, M. , Szymanski, K. , Vottero, B. & Walker, D. (2018). Constructive Feedback
Teaching Strategy. Nursing Education Perspectives, 39(5), 291–296. doi:
10.1097/01.NEP.0000000000000385.
Bates, Tony. (July 29, 2014). Learning theories and online learning. Online Learning and
Distance Education Resources.
https://www.tonybates.ca/2014/07/29/learning-theories-and-online-learning/
Carney, E. (2015). Preparing Students to Take Course Evaluations – Tips for Faculty. Office of
Assessment of Teaching and Learning, Washington State University, p. 3
Donovan, J., Mader, C., & Shinsky, J. (2010). Constructive student feedback: Online vs.
traditional course evaluations. Journal of Interactive Online Learning, 9(3), p. 283-296
Flower, L., J. R. Hayes, L. Carey, K. Schriver, and J. Stratman. 1986. " Detection, Diagnosis,
and the Strategies of Revision." College Composition and Communication 37 (1): 16 –
55. doi: 10.2307/357381.
References:
35. References:
Fragoulis, I., & Diamantaki, E. (2012). The Importance of Feedback in Relation to Doing
Practical Teaching Exercises. Opinions Postgraduate Student School of Pedagogical
and Technological Education Heraklio of Crete. International Education Studies, 5(6).
https://doi.org/10.5539/ies.v5n6p219
Groves M., Mitchell M., Henderson A., Jeffrey C., Kelly M., & Nulty D. (2015). Critical factors
about feedback: “They told me what I did wrong; but didn't give me any feedback.”
Journal of Clinical Nursing, 24, 1737–1739. doi:10.1111/jocn.12765
Hardavella, G., Aamli-Gaagnat, A., Saad, N., Rousalova, I., & Sreter, K. B. (2017). How to give
and receive feedback effectively. Breathe, 13(4), 327–333.
https://doi.org/10.1183/20734735.009917
Ion, G., Sánchez Martí, A., & Agud Morell, I. (2019). Giving or receiving feedback: which is more
beneficial to students’ learning? Assessment & Evaluation in Higher Education, 44(1),
124–138. https://doi-org.uproxy.library.dc-uoit.ca/10.1080/02602938.2018.1484881
Kapsalis. Α. (2006). Pedagogical Psychology. Thessaloniki: Kyriakidis (In Greek).
36. References:
Lawrence-Wilkes/Chapman, L & BusinessBalls (2015). Reflective Practice.
https://www.businessballs.com/self-awareness/reflective-practice/.
Lerdpornkulrat, T., Poondej, C., Koul, R., Khiawrod, G., & Prasertsirikul, P. (2017). The Positive
Effect of Intrinsic Feedback on Motivational Engagement and Self-Efficacy in Information
Literacy. Journal of Psychoeducational Assessment, 37, 073428291774742.
https://doi.org/10.1177/0734282917747423
Lerner, M. (2002). Concepts and theories of human development. Erlbaum: Mahwah.
Malkin, Bridget. (2014). Say what you think. Nursing Standard. Vol. 29 (15). Page 66.
DOI:10.7748/ns.29.15.66.s54
Oakes, W. P., Lane, K. L., Menzies, H. M., & Buckman, M. M. (2018). Instructional Feedback:
An Effective, Efficient, Low-Intensity Strategy to Support Student Success. Beyond
Behavior, 27(3), 168–174. https://doi.org/10.1177/1074295618799354
Panadero, E., Jonsson, A., & Botella, J. (2017). Effects of self-assessment on self-regulated
learning and self-efficacy: Four meta-analyses. Educational Research Review, 22,
74–98. https://doi.org/10.1016/j.edurev.2017.08.004
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Plakht Y., Shiyovich A., Nusbaum L., & Raizer H. (2013). The association of positive and
negative feedback with clinical performance, self-evaluation and practice contribution of
nursing students. Nurse Education Today, 33, 1264–1268.
doi:10.1016/j.nedt.2012.07.017
Rolfe, G., Freshwater, D. and Jasper, M. (2001). Critical Reflection in Nursing and the Helping
Professions: a User's Guide. Palgrave Macmillan, Basingstoke.
Ruth C. Clark, & Richard E. Mayer. (2013). Scenario-based E-Learning : Evidence-Based
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Instructional Science, 18(2), 119–144. https://doi.org/10.1007/bf00117714
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