\n

\n For practicing teachers:\n <\/p>\n

\n When you design a formative assessment for your students examine whether you consider feedback a major component of this assessment\n <\/p>\n

\n
• \n Analyze the type of feedback you provide.\n <\/li>\n
• \n Is it the type of feedback that furthers learning?\n <\/li>\n
• \n Is it the type of feedback that strengthens the student\u2019s capacity to self-regulate their own performance?\n <\/li>\n
• \n Or do you provide both types of feedback?\n <\/li>\n<\/ul>\n

  \n For non-practicing teachers:\n <\/p>\n

  \n Analyze the type of feedback you received as a teacher candidate. You can use your experience as a student in the M.Ed. program or elsewhere.\n <\/p>\n

  \n
  • \n Based on what you have learned so far how would you improve the feedback practice in your student days?\n <\/li>\n<\/ul>\n

    \n please make your response reflective, personalize it, and give a practical class example\n <\/p>\n

    \n References\n <\/p>\n

    \n 1.\u00a0Assessment for, as, of learning. (n.d.).\u00a0NSW Education Standards Authority.\u00a0https:\/\/syllabus.nesa.nsw.edu.au\/support-materials\/assessment-for-as-and-of-learning\/\n <\/p>\n

    \n
    • \n \u2018Assessment for, as, of learning\u2019 on the New South Wales Education Standards Authority, an Australian website, offers clarification and examples of assessments.\n <\/li>\n<\/ul>\n

      \n 2. Goodrich, A., & Heidi .(2000). Using rubrics to promote thinking and learning.\u00a0Educational Leadership,\u00a057.\u00a0http:\/\/www.ascd.org\/publications\/educational-leadership\/feb00\/vol57\/num05\/Using-Rubrics-to-Promote-Thinking-and-Learning.aspx\n <\/p>\n

      \n
      • \n Using rubrics to promote thinking and learning\u2019 explains the construction and use of Instructional Rubrics to promote thinking and learning.\n <\/li>\n<\/ul>\n

        \n 3.\u00a0Guidance for developing and selecting quality assessments in the elementary classroom, a part of the assessment toolkit.\u00a0 (n.d.). Rhode Island Department of Education and the National Center for the Improvement of Educational Assessment.\u00a0 \u00a0http:\/\/www.ride.ri.gov\/Portals\/0\/Uploads\/Documents\/Teachers-and-Administrators-Excellent-Educators\/Educator-Evaluation\/Online-Modules\/Quality-Assessments-Elementary.pdf\n <\/p>\n

        \n
        • \n \u2018Guidance for developing and selecting quality assessments in the elementary classroom\u2019 is intended to assist teachers in understanding the critical role that assessments play in the classroom.\n <\/li>\n<\/ul>\n

          \n 4. Moore, C., & Teather, S. (2013). Engaging students in peer review: feedback as learning.\u00a0Issues in Educational Research,\u00a0\u00a023\u00a0(2), pp. 196-210.\u00a0\u00a0http:\/\/www.iier.org.au\/iier23\/moore.pdf\n <\/p>\n

          \n
          • \n \u2018Engaging students in peer review: feedback as learning\u2019 analyzes the peer-to-peer feedback experience among university undergraduates.\n <\/li>\n<\/ul>\n

            \n 5. Nicol, D., & Macfarlane-Dick, D. (2005).\u00a0Formative assessment and self-regulated learning: A model and seven principles of good feedback practice.\u00a0Studies in Higher Education.\u00a0https:\/\/www.fammed.wisc.edu\/files\/webfm-uploads\/documents\/faculty-dev\/seven-principles-of-good-feedback-practice.pdf\n <\/p>\n

            \n
            • \n This article provides a guide to the type of feedback that strengthens the student\u2019s capacity to self-regulate their own performance and contribute to the student\u2019s ability to learn for the long term.\n <\/li>\n<\/ul>\n

              \n 6. Rethinking classroom assessment with purpose in mind. (2006).\u00a0Western and Northern Canadian Protocol for Collaboration in Education.\u00a0https:\/\/www.edu.gov.mb.ca\/k12\/assess\/wncp\/full_doc.pdf\n <\/p>\n

              \n
              • \n \u2018Rethinking classroom assessment with purpose in mind\u2019 presents important facets of assessment; it will make you reflect on the assessment FOR, AS, and OF learning, and it suggests strategies to be applied in the classroom.\n <\/li>\n
              • \n In this Unit you need to\u00a0Chapter 5, \u2018Assessment OF Learning, and review figure 2.2 \u2018Assessment Tool Kit\u2019, page 17.\n <\/li>\n<\/ul>\n

                \n 7.\u00a0Using assessment to drive instruction. (n.d.). [PowerPoint Slides]. Teacher Education.\u00a0 University of Virginia.\u00a0\u00a0https:\/\/education.fcps.org\/bcms\/sites\/bcms\/files\/peggy.young\/Using%20Assessment%20to%20Drive%20Instruction.pptx\n <\/p>\n

                \n
                • \n \u2018Using assessment to drive instruction\u2019 provides a series of classroom assessment strategies that can be applied \u2018as is\u2019 or can inspire teachers to create other assessment strategies.\n <\/li>\n<\/ul>\n

                  \n 8. Wilkins, E., Shin, E-K., & Ainsworth, J. (2009).\u00a0 \u00a0The effects of peer feedback practices with elementary education teacher candidates.\u00a0Teacher Education Quarterly, Spring 2009, pp 79-93.\u00a0https:\/\/files.eric.ed.gov\/fulltext\/EJ857477.pdf\n <\/p>\n

                  \n
                  • \n \u2018The effect of peer feedback practices with elementary education teacher candidates\u2019 is an analysis of the effects and benefits of this practice in education teacher candidates.\n <\/li>\n<\/ul>\n

                    \n Optional Video\n <\/p>\n

                    \n 1. NewMediaConsortium. (2013, June 6).\u00a0Five Minutes of Fame::Emily Wray\u00a0[Video]. YouTube.\u00a0\u00a0http:\/\/www.queensu.ca\/teachingandlearning\/modules\/assessments\/17_s2_09_rise_meaningful_feedback_model.html\u00a0(5:20)\n <\/p>\n

                    \n
                    • \n You can also refer\u00a0https:\/\/www.queensu.ca\/teachingandlearning\/modules\/assessments\/17_s2_09_rise_meaningful_feedback_model.html\u00a0\u2018RISE, a model for meaningful feedback\u2019 is a brief presentation of a feedback model designed to promote., higher-order thinking in student-to-student feedback.\n <\/li>\n<\/ul>\n<\/div>\n","protected":false},"excerpt":{"rendered":"

                      For practicing teachers: When you design a formative assessment for your students examine whether you consider feedback a major component of this assessment Analyze the type of feedback you provide. Is it the type of feedback that furthers learning? Is it the type of feedback that strengthens the student\u2019s capacity to self-regulate their own performance? […]<\/p>\n","protected":false},"author":2,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":"","_joinchat":[]},"categories":[1],"tags":[],"_links":{"self":[{"href":"https:\/\/qualityassignments.net\/wp-json\/wp\/v2\/posts\/253216"}],"collection":[{"href":"https:\/\/qualityassignments.net\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/qualityassignments.net\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/qualityassignments.net\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/qualityassignments.net\/wp-json\/wp\/v2\/comments?post=253216"}],"version-history":[{"count":3,"href":"https:\/\/qualityassignments.net\/wp-json\/wp\/v2\/posts\/253216\/revisions"}],"predecessor-version":[{"id":256116,"href":"https:\/\/qualityassignments.net\/wp-json\/wp\/v2\/posts\/253216\/revisions\/256116"}],"wp:attachment":[{"href":"https:\/\/qualityassignments.net\/wp-json\/wp\/v2\/media?parent=253216"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/qualityassignments.net\/wp-json\/wp\/v2\/categories?post=253216"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/qualityassignments.net\/wp-json\/wp\/v2\/tags?post=253216"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}