1 / 8

ETP425 Lecture 4: Feedback

ETP425 Lecture 4: Feedback. Dr Yoshi Budd. “... When an error is produced, the object is not only to eliminate the wrong answer, but also to substitute correct information in its place”

mave
Download Presentation

ETP425 Lecture 4: Feedback

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. ETP425 Lecture 4: Feedback Dr Yoshi Budd

  2. “... When an error is produced, the object is not only to eliminate the wrong answer, but also to substitute correct information in its place” • Kulhavy, R. W. (1977). Feedback in written instruction. Review of Educational Research, 47(2), 211-232.

  3. Praise: Types and effects • “Burnett (2001) reported that 91% of 747 Australian children wanted to be praised for their achievements and behaviours” • Burnett, P. C. (2001). Elementary students’ preferences for teacher praise. Journal of Classroom Interaction, 36(1), 16-23.

  4. Test feedback • “Returning tests following an examination is often a difficult task for the instructor, particularly in courses that are perceived by students as anxiety producing. The purpose of this article is to offer suggestions for designing this class session so that students view it as a positive part of the learning process.” • Kher, N., Juneau, G., & Molstad, S. (2002). Test feedback class sessions: Creating a positive learning experience. College Teaching, 50(4), 148 – 150.

  5. Peer feedback • “ There is no question that peer feedback can be very valuable to students, and that learning how to give and take it is a crucial lifelong skill. Its value, however, is largely dependent on avoiding its various problems and pitfalls.” • Nilson, L. B. (2003). Improving student peer feedback: College Teaching, 51(1), 34-38.

  6. Formative feedback • “... formative feedback should be nonevaluative, supportive, timely, and specific.” • Shute, V. J. (2008). Focus on formative feedback. Review of Educational Research, 78(1), 153-189.

  7. The power of feedback • Whereas good feedback can increase student engagement and facilitate students’ academic progress, poorly prepared feedback can be damaging to students’ self-confidence and will to learn.

  8. Basic tips • Keep the language simple • Don’t overload the student with too much feedback: Pick the most important skill to be developed and focus on that • Use the ‘2 stars and a wish’ technique when giving feedback

More Related