Embedded Files
Feedback
Feedback
There are 3 key questions for students:
Where am I going?
How am I going?
Where to next?
In the course handbook there is an extract from an article by Hattie and Timperley (2007) which summarises key issues around feedback. The full article can be accessed here: Hattie and Timperley.
Feedback should not be given at the same time as grades/ marks. If it is given back at the same time, the students are more than likely going to focus only on the grade/ mark and ignore the feedback.
In addition, Dylan Wiliam talks about feedback causing thinking, see clip.
There is an additional BSSS online workshop on providing feedback here.
Work Samples
Work Samples
Koestler said: “The traditional method of confronting the student not with the problem but with the finished solution means depriving him of all excitement, to shut off the creative impulse.” (Koestler, 1964, p.266)
Lee Watanabe-Crockett said: “Asking questions instead of simply providing answers moves the responsibility for the learning where it should be – to the student” p18. “The art of teaching has less to do with the knowing and more to do with the questioning.” (Watanabe-Crockett, 2016)
So do we ask the students what analysis looks like or do we show them?
Dylan Wiliam says that work samples in conjunction with rubrics are a powerful way of helping students to see what is required. Contrasting work samples are particularly important for unpacking expectations. These samples could just be contrasting paragraphs or extracts rather than a full answer.
Page updated
Google Sites
Report abuse