Focus On Formative Feedback: Article Analysis

It is always my aim to ensure that feedback is timely and given in a constructive and sensitive manner; and my approach can sometimes be influenced by what I have learned during initial assessment; and as I develop relationships with the learner. I have recently made efforts to encourage my learners to reflect and to self-assess their performance. I feel that this helps to pave the way for me to feedback to the individual and to reduce the risk of de-motivating them.

In my point of view feedback is an essential tool for learners’ progress. If the student is not assessing their work then they are not learning and given feedback are vital to ensure best practice is maintained and the learners are achieving to their full potential.

Giving constructive feedback is crucial; without it learners cannot learn (Rogers, 2004). When used to emphasise progress rather than failure, it motivates learners, building confidence and enabling them to recognise mistakes as part of a process that brings them closer to their learning goals. It can help both teacher and student to identify further learning opportunities or action to be taken.

This can show vocabulary words that they have learned, concepts they have mastered, or subjects that they have studied. The teacher can refer back to these lists regularly to reinforce new concepts and build on old ideas. Specific feedback can be integrated into classroom discussions or on student papers, explaining problems or elaborating further on an idea that the student has learned. Immediate feedback can be critical because it can alter the course of the student’s thinking before they become more confused. The teacher who is observant can correct misinformation or misconceptions quickly to avoid further problems in the student’s learning process. This can be a result of classroom discussions, question and answer sessions, and call and response methods. All forms of feedback have benefits and when used together can create a cohesive picture of the student’s abilities and success. Instructional feedback for students can have several benefits ranging from motivating the student to achieve more to helping them develop more refined metacognition and also possibly giving the student a sense of control over their own educational success (Malley, 1994).

It’s important to get feedback on all learning and assessment support provided. By gather feedback we can identify the strengths of the support provided so improvements can be implemented and ongoing support can be provided. Most effective feedback can be gathered from - Learner’s by answering a short simple, easy to follow and suitable to all learning styles feedback forms. By the trainer reflecting back on the sessions, identify challenges and successes that can be used to improve session delivery, by gathering feedback from colleagues and supervisors about performance and by LLN specialists or any other individuals who may have been involved in the learner’s support plan It’s important to get feedback on all learning and assessment support

Her feedback is related to the learning goal and specifically includes the focus learner’s needs and reinforcing strengths. However, the candidates feedback does not properly include a strategy that addresses a

Students appeared to enjoy the feedback process and were motivated to keep progressing through tasks as they received a visual cue on Stile to inform them feedback had been received. This meant they did not have to wait until a class to receive feedback; it could be given and received in a more timely fashion. As well, student work could be submitted at any time, further increasing efficiency and work output.

Both educators' and advocates work pointedly together to help understudies play out their best. So as to be a successful educator there should be an understanding that we as a whole learn in an unexpected way, which implies that no single showing methodology is viable for all understudies/learners whenever. This makes instructing a mind boggling process since you have to comprehend and meet the necessities of the greater part of your learners. Understudies learn best when they aren't asked to just retain data, yet when they shape their own comprehension of what is being taught. At the point when an understudy effectively takes in another thought, they can then incorporate this data with their already learnt data and comprehend it. To be a successful educator, you have to work mutually with understudies and advisor to survey where they are at, and additionally having the capacity to give criticism on how the understudies are getting along and to guarantee that they are understanding the lesson. Understudy learning should likewise bring about an adjustment in understudies' understanding the data being taught. So as to show understanding, they should have the capacity to impart this data to others and need to take in more. So as to have a more profound comprehension of what is being taught they should know about the relationship that exists between what they beforehand knew and new data that is being scholarly. Understudies' should be given objectives that they can accomplish so as to feel a feeling of dominance over their own taking in, this gives understudies' inspiration that they can finish assignments and to continue

Social skills and communication are a great segue into the subject of feedback. “In the purely instructional sense, feedback can be said to describe any communication or procedure given to inform a learner of the accuracy of a response” (Mory,

As I read and learn about summative and formative evaluations, I tend to connect it to my career. I am very familiar with completing formative evaluations internally and dealing with summative evaluations externally. However, I feel as though I would get a better understanding if I was to learn about these types of evaluations in a different context. Therefore, I found an article by Edith Kealey (2010) that assessed and evaluated social work education through formative and summative approaches.

Selecting Learners- Abby has already receive permission to utilize a surgical resident or surgical resident group in order to conduct a formative elevation. Based on prior knowledge and experience, the surgical residents are a great choice to conduct the evaluation, however Abby should select few learners who represent the range of ability in the group. If time permits Abby could interview each of the candidates in order to determine the level of abilities in learning the new skills. The candidates should range in level of abilities, attitude and experiences.

In this section, I will analyze the meaning attached to the feedback provided in the final summative evaluation in a question by question format.

Feedback is a vital part of the assessment process as it gives the assessor an idea of if the learner has met the criteria set and if they haven’t, what action is needed to achieve the criteria.

Question #1: How does the feedback describe the student’s work in light of the criteria for success on the learning target? Explain your thinking.

Shute conducts an extensive literature review of the research on formative feedback because despite extensive investigation, the author proposes, is still misunderstood due to conflicting findings and inconsistent pattern results. The focus of this review is that feedback must be “delivered correctly” to be effective. Therefore, Shute offers a twofold proposal: to understand the features, functions, and interactions of feedback in relation to learning and to use the findings to create guidelines for generating effective formative feedback.