When meaningful feedback is attached to learning objectives...learning grows, improves.
A sentence I heard in the last module sumed it up for me. Feedback should be used to help students continue their learning process, as the rubric's job is to give reason for the grade obtained. That turned on a light bulb for me. I had never thought of it that way before.
Even though I've heard of formative and summative assessments for years, this lesson explained it well. Also, the rubric requirements and examples were beneficial.
Feedback is an important part of the learning process. When done in connection to the objectives it meaningful feedback can increase learning.
I love using rubrics, I just don't use them as often as I would like. They take the ambiguity of grading away and create a more specific and competency referenced score. Feedback is an important component of rubric grading in my opinion and should be varied in how the feedback is delivered depending on the assignment type.
Having used rubrics before, I found the idea of adding a reflective element asking "What one thing did you change in your assignment/project during the self-reflection process?" to be an useful addition.
Feedback is a necessary component of teaching online or face to face. Students need to know if they are on the right track and teachers need to know if they need to reteach or correct a misunderstanding. Various types of assessments are needed such as formative and summative. Formative assessment happens during learning. Summative assessment happens after learning takes place (end of unit, etc.). Rubrics are great tools to use when grading projects. I learned that the rubrics should be tied to each learning objective specifically.
I love rubrics. They take a lot of the guess work out of grading and the student knows exactly what is expected of them.
Students online can use a thumbs up or down in formative assessments to show whether or not they understand what you are saying or demonstrating.
I always provide feedback and go into detail about their answer. The "why" needs to be answered so students can fully understand a concept.
I think I'm going to try to incorporate more self and peer assessments in my first grade classroom. I will make time for my students to spend time assessing their peers work which could lead to improvement in their own work.
Feedback is very important even when not in a face to face class, if not even more important
Feedback is not a justifcation for the grade that is given, but needs to be objective driven. The steps to peer evaluation within specific perameters is helpful for students to help each other improve their assessments prior to turning in.
I have learned that student feedback does not have to be limited to text in the online environment. Audio and video feedback can be extremely useful to students to refocus their answers.
Students can learn a lot from the feedback that teachers give. By providing a clear rubic, students understand the expectations of the course.
I learned that feedback is important to individualize and give frequently.
It's important to remember how formative assessments drive our instruction.
In think I need to look into the peer feedback as a tool that helps two students at once.
This module was especially good. The goal is to make the learning meaningful for all learners. Formative assessment embedded in the learning assists the instructor and students to increase learning. The summative assessments and various approaches to feedback give an objective way to create relationships within the learning community. In addition, it has a facet which is more controlled and objective than F2F learning. Classmates can truly provide tutoring without revealing identity or removing dignity from a tutee. In addition, there are technical ways in which to provide support other than written comments. This is vital for special needs students and the manner in which they need feedback.
To View the assessment as a way to judge not only what the students have learned, but also how well you have taught the content of the course. I have always taken this stance. Its my role and goal as the teacher, to make sure my assessments are "real" in relation to the working world requirments and practices.
