There are many different ways to provide feedback both via formative and summative assessment. Both should be used. Students need to have feedback during the process of learning as well as at the end. Feedback should be done in an objective manner with rubrics as well as in a variety of forms such as auditory and visual
One thing stood out to me about feedback, it is not meant to justify the grade but to improve student learning. Rubrics ensure all students are graded the same, it also makes it easier for a student to see areas where they can improve.
For me I like the idea of peer feedback using the rubric. I feel that will assist with higher quality productss from the students
I've learned about the multiple applications of rubrics.
I learned the importance of assessment.
This section on provided a lot of good tips for teaching in general, regardless of whether you are in a physical classroom situation or teaching an online coures somewhere. There were very good, clear, concise defintions of formative and summative assessments (better than most I've read locally). There were a lot of good tips about creating and using rubrics as well as self-assessment and peer-assessments. Overall, whatever person or team that wrote and constructed this section knew what they were doing, had real-world experience doing it and they did an excellent job communicating timely and valuable information. Thank-you!
It is very important to give feedback to students. It is best to give immediate feedback like in an assessment when a student gets a question wrong giving the explaniation in the test for what the correct answer is. Verbal feedback is important and can be done in video, verbal chat, or phone calls. This will allow for some human contact and build the relationship.
Feedback is totally needed and should be encouraged between students and instructor.
Feedback is crucial and can take place anytime in many forms during the learning process.
The assessment comes in many forms, each of which can provide the student with a specific value. Using an assessment as a learning tool (formative, self, and peer) provides students with a better understanding of the subject-matter, varying perceptions and interpretations of the material, and new and creative ways to engage with the content. Summative assessment reflect the quality and depth of knowledge attained. In concert, these provide a powerful feedback loop that serves to improve outcomes.
Ihave learned that there are different types of assessments that should be performed throughout a course. In addition, meaningful feedback is helpful to the students and can increase their knowledge of the subject matter.
Self-assessment and peer review can be part of both formative and summative assessment. They can provide valuable feedback to participants.
The feedfack help provide assessment and oppurtunties to see studnets understand the materal. The teacher can also usr in gradinging scale or discussion board.
It was reiterated to me to give insghtful thought to feedback to continue learning and not justify the rubirc. I was also reminde of the specific examples between formataive and summative assessments as well as how to effectivley use each. I use rubircs for assignments with my interns but sometimes feel the interns do not read them as evidenced by the product that is submitted (leave items out)
I have never had much success with peer review and feedback. However, if done correctly, many of the issues I have always had with it can possibly be eliminated, allowing more efficient use of this valuable tool.
"During the review of your assignment/project, complete or provide the following information: 1) make necessary edits, 2) complete the rubric, and 3) list the main edit made during this review."
Here is an example of guidelines for peer-assessment:
"During your review of your peer's assignment/project: 1) complete the rubric, 2) list 1-2 strengths of how your peer completed the assignment/project, 3) provide written constructive criticism – how could your peer's work be improved, 4) clearly indicate specific edits that should be made, 5) discuss the information provided in #1-2 with the peer (if not an anonymous review), and 6) review your own project again and implement what you learned from this review."
I have used peer review and self reflection many times in my f2f classes, however, we were always missing the accountability piece that is mentioned above. Moving forward with this teaching strategy I plan to make sure to add the step three in the self-assessment as well as the step 3 & 4 of the peer reviews.
Feedback is one of the strongest way letting a student know what they need to work
I personally like the idea of students grading each others projects then being able to look at their own project to decide if they should change their own project in any way before submitting. Constructive feedback provided by the students to each other helps the projects improve and also provides life skills to the students. I plan to implement this.
From this module I picked up some options for creating formative assessment. These are typically strategies that I use in traditional classrooms, but it was nice to see what options are typically applied to online courses. I had not seen the term "muddiest-point papers" before, and feel I would use that option quite often for segments of a module.
From this module, I will take the advice of letting students evaluate his/her own work. It is a great idea to let students check their work then look at the correct answers. Sometimes in the back of text book it gives you an explaination explaining why the answers were incorrect. And why the correct answer is the best answer.
