More on formative assessment and feedback from ASCD’s September 2012 edition of Educational Leadership journal:
‘Feedback for Learning’
‘Teachers don’t need to mark every mistake a student makes. Here re some smart ways to save time and give great feedback.
Ask any teacher what he or she needs more of, and it’s a good bet that time will top the list. Anything that promises to recoup a little bit of our workday time is sure to be a best seller.
One overlooked time-saver is in how we use feedback. Teachers know that feedback is important for teaching and learning. Unfortunately, most secondary teachers have far too many students to make it realistic to provide individual, face-to-face feedback, so they rely on written feedback to do the heavy lifting. In an attempt to provide students with information about their performance regularly, they grade papers until the wee hours, writing carefully constructed comments in the margin.
Too often, this type of feedback transfers the responsibility for learning back to students, who have little understanding of what they need to do next…’ READ ON…
Two videos are also attached to the article:
2. Algebra teacher Ben Teichman from Health Sciences High in San Diego answers Nancy Frey‘s questions about feedback
‘Feedback for Learning: Seven Keys to Effective Feedback’, Grant Wiggins in Educational Leadership (gilsoncollegelandt.wordpress.com)
Seven Keys to Effective Feedback (annmic.wordpress.com)