One of the most beneficial aspects of feedback is the information the teacher acquires. Through effective feedback, teachers can determine the learning preference of individual students, the strengths and weaknesses in a given area, and information to help guide instruction. Students will experience more achievement as teachers use feedback to help direct their instructional practice. II. Forms of Effective Feedback 1.
Boud describes the characteristics of self assessment as the involvement of students in identifying standards and or making criteria and making judgments about the extent to which they met these criteria and standards. (Boud, 1991pg 12) This encourages learners to be more independent and learn how to learn. Learners who are more involved in assessing themselves and others are more likely to develop the attributes and skills they need to become resilient, self-motivating learners. Students take first steps towards independent and autonomous learning by developing learning strategies based on evaluations. This enables students to assess their own work and that of their peers and provides opportunities to discuss and reflect on their achievements, for example, peer ratings, creative writing, sharing portfolios in pairs or an oral presentation.
They make effective use of self-centered teaching; one of Mosston and Ashworth’s eleven teaching styles. This teaching style will allow students to take on the role as teacher and help their peers in learning and assessing new material. It also makes students cognizant of their own biases, whilst being exposed to other perspectives and observation styles that together help the student develop their ability to judge others not according to personal preference or emotional appeal. Furthermore, students can actually develop a cognitive understanding of all components of each skill being evaluated. Peer assessments require that the student-teacher is able to grasp the skill components cognitively.
Feedback needs to be timely and relevant to what the students are learning and in a manner that will not make students uncomfortable. With English language learners teachers should be specific on what are the criteria’s for the assessments, when given feedback about the assessments teachers should also list the individual target students missed rather than just giving students a broader overview of what should be improved. Sociocultural assessments should be an essential part of every school that houses English language learners. These assessments give English language learners a little more fairness. With the used of relevant feedback and fairness in assessment students will be able to excel.
Differentiated instruction would be helpful in a classroom in order for the teacher to meet the needs of students who have differences when it comes to interests, readiness and learning needs. Standard #2: Learning Differences Teachers will become familiar with the ways in which students learn best, allowing them to create a classroom that
Effective and appropriate assessment can encourage pupils to focus their learning and help provide them with achievable but challenging goals. Communicating with pupils and setting goals will increase their motivation and enthusiasm for learning through providing them with a clearer understanding of what is expected of them in order to achieve their goals. Through using continuous assessment it supports the detection of where learners need assistance and allows teachers to guide and provide additional materials where necessary. In... ... middle of paper ... ...ll ones which we had discussed during the class, with the correct definition. This enables the teacher to gauge the understanding of the pupils learning and receive immediate feedback on misinterpretations that can be addressed in the next session.
It is important that teachers ensure that the work of each member of the group is significant to the success of the task. Individual accountability refers to the need for each member of the team to receive feedback on his or her own efforts contribute to the achievement of the goal. Cooperative learning permits that students interact in ways that they can enhance and deepen their learning. Students can reflect on the acquired knowledge by talking with and listening to their classmates. It also increases motivation for learning because it encourages responsibility, can improve cognitive and social skills, such as academic engagement, self-esteem, attitudes toward school, and strong kinship with peers.
This term is used to record students’ achievements and ability to meet the standards at the end of a unit or course in the form of a cumulative written or performance test. These tests measure overall achievements of norms after skills have been mastered. With the documentation of these results, teachers can determine how well they have taught the curriculum. Using these assessments makes the Circle of Learning (Teaching-Learning-Assessment Cycle) become an important part for teachers to be able to determine if students have met the standards and objectives. At this point, a teacher must have a clear idea what each standard means, including how it can and will be assessed.
Using high low high checks students’ knowledge about the main objective that is being covered. In the article Formative Assessment at Work in the Classroom the author states the importance of being precise in describing what we want students to understand (Baron 51). It is a formative assessment which gives students a chance to share with the teacher what they need help with. This also informs teachers what information they need to go over again. And lastly an important part of teaching is building a relationship with students and creating a positive environment for students to learn in.
Teachers are encouraged to develop these strategies and where possibly implement them into their teaching to help enhance student memory. This can be achieved by teaching specific memory recall strategies and when to use them, examples such as visual representations or asking the students to demonstrate what strategies they find useful, are all good ideas for teachers to take into consideration when trying to improve student memory. Strategies help students when it comes to studying what they have learned in the easiest most effective way possible; however theses strategies may become unhelpful at one point in time if a child is emotionally