Formative Feedback
I like to deliver feedback using the "sandwich method." Point out the good, talk about things that were not done so well, and ending with something positive.
The first positive helps to engage the student by recognizing something done well (the student will want to read more to see what other compliments are in the feedback). Then the "teaching moments," followed by something else the student did well. The student then leaves with "I am doing all of xxxx well, if I just work on yyyy, I will be able to do well in this class."
Rodney C.
Vimlarani,
Good point with the RSQC2. That's a good way to help us remember components to consider when assessing students.
Thanks again.
Formative assessments are set of tools that will help me understand how much the students have learned and will assist me in planning instruction. I will use formative assessment to determine the students' strengths and weaknesses, and to segregate my instruction to meet the needs of the diverse students in each of my class.
I will often use RSQC2, which stands for Recall, Summarize, Question, Comment, and Connect. RSQC2 is an assessment device that encourages students to recall and review class information comprehensively. In so doing, it allows me to compare students' perspectives against my own. Students who are less skilled at organizing information and applying it to the supporting foundation of the course will always be benefited by this assessment. Other groups of students who are having difficulty figuring out my perspective as an instructor are also most likely to benefit from this assessment.
Randolph,
Formative feedback should be just as informative for the instructor as it is to the students. We have to assess where the student are in the learning process and where they should be or where they are going in respect to the learning outcomes. Thanks!
Formative feedback should be nonevaluative, supportive, timely, and specific. Formative feedback is usually presented as information to a learner in response to some action on the learner’s part. It comes in a variety of types (e.g., verification of response accuracy, explanation of the correct answer, hints, worked examples) and can be administered at various times during the learning process (e.g., immediately following an answer, after some time has elapsed).
Reference
REVIEW OF EDUCATIONAL RESEARCH March 2008 vol. 78 no. 1 153-189
gene ,
Frequent and positive is important. Make sure you are providing constructive feedback as well to help students improve. Thanks.
Mahmoud,
Yes, it helps instructors and students understand what students know and don't know. It is an important type of assessment.
love to use positive, frequent formative feedback in a variety of ways: it's incremental, encouraging, & lasting: students also love it & learn more.
Formative Feedback is a type of feedback that allows learning facilitators to adjust their course syllabus and the degree of knowledge gained by learners.
Sheila,
Yes, many people do not use formative feedback or do now know what it is. It's important to get see what/if students are learning throughout the learning process, not just at the end.
Formative feedback plays a key role in learning. Students need to be guided as adult learners and receive feedback without the stress of getting a grade on every element of every task. Formative feedback moves the focus on what the student is doing correcly to enhance the positive learning atmosphere.
Mary,
Good to know the method is being used. Thanks for your input. Keep it up.
We also use the sandwich method for our feedback method for our students discussions and grading the weekly papers.
Rodney,
Good job. Thanks for emphasizing this. Those teachable moments are important.
Thanks for sharing.
