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PURPOSE:
Students regulate their own learning through a repertoire of strategies - cognitive, behavioural and motivational - that guide them in their thinking processes while solving tasks. Self-regulated learning as an internal process is encouraged and influenced by social interactions.
Feedback is an inherent catalyst in self-regulating activity. Students are most effective when they receive feedback provided externally by peers, teachers or others. This process can benefit from the use of digital technologies. Based on the evidence generated, it is possible for the teacher to adapt teaching strategies and provide adequate support to his students. In this sense, it is important to define and plan the digital assessment strategy, taking into account the type of feedback that is most opportune for students, and that is understood by them and their parents (in the case of younger students).
In this LBB, it is intended that the participants:
Discuss the concept of feedback and different models of feedback.
Identify and explore different feedback digital tools for their classroom.
Create personal feedback based on the data generated by digital tools.
Propose possible changes to your teaching strategies.
Rubrick based on my DAS
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