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Evidence Based Practices in Action: Perspectives from Teachers in the Field
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In: ETSU Faculty Works (2015)
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| 62 |
Elementary Educators’ Perceptions of Practices that Contribute to Literacy Achievement
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In: Electronic Theses and Dissertations (2015)
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| 63 |
Researching Writing Events: Using Mediated Discourse Analysis to Explore How Students Write Together
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In: Faculty Publications (2015)
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| 64 |
Engaging Special Education Teachers in Data-Driven Decision-Making Through the Use of the KIHd System Effects on Teachers' Use of Evidence-Based Strategies
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| 65 |
Instructor interview for Place-Based WAC/WID writing instruction in Food Sciences, Health, and Nutrition, clip 16 of 17
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| 66 |
Instructor interview for Place-Based WAC/WID writing instruction in Management, clip 11 of 13
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| 67 |
Instructor interview for Place-Based WAC/WID writing instruction in Animal Science, clip 10 of 12
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| 69 |
O ensino da leitura e da escrita no 1º ano de escolaridade: os resultados dos alunos em leitura
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| 70 |
ADVANCING THE SCIENCE OF HIRING TEACHERS : AN ANALYSIS OF THE EFFECTS OF TEACHER CHARACTERISTICS ON STUDENT ACHIEVEMENT
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| 71 |
A abordagem e o ensino da escrita na Educação Pré-Escolar e no ensino do 1º ciclo do Ensino Básico
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| 72 |
Práticas educativas parentais e desempenho linguístico em crianças vítimas de negligência
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| 73 |
A formação em serviço no Programa de Residência Integrada Multiprofissional em Saúde do Hospital de Clínicas de Porto Alegre (PRIMS/HCPA)
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| 74 |
A formação em serviço no Programa de Residência Integrada Multiprofissional em Saúde do Hospital de Clínicas de Porto Alegre (PRIMS/HCPA)
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| 75 |
Assessment Without Judgment: Effective Feedback Practices in the Classroom
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Abstract:
From the time of Socrates the academic community has known that student learning is improved when students receive feedback about their work. More recently, researchers have determined that informative, specific feedback helps students improve by showing them the level at which they should aim to be performing and what immediate steps can help them get there. In 2010 Ontario introduced the policy Growing Success, which outlined assessment, evaluation and reporting requirements. This policy acknowledged the importance of descriptive feedback and encouraged teachers to provide it to their students. It has been noted that classroom teachers generally give very little quality feedback to their students and this project seeks to investigate what effective practices in terms of descriptive feedback can look like. Four Canadian educators were interviewed on the topics of assessment, descriptive feedback, and policy influences in the classroom, and the data were analyzed to find several common themes. These educators were all engaged in educational research and used evidence-based descriptive feedback techniques. Other similarities were a common concern about student motivation and the influence of grades on students’ learning. Descriptive feedback is a recommended part of classroom practice in Ontario and this study lends weight to the importance of feedback and a discussion of its implications in the classroom.
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Keyword:
Assessment; Classroom Practices; Educational Policy; Evaluation; Feedback; Grades; Marks; Motivation
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URL: http://hdl.handle.net/1807/67014
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| 76 |
Enhancing the Professionalisation of Student Affairs through Assessment
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In: Education Publications (2013)
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| 77 |
Processes for Assessing Outcomes of Multi-national Missions (Processus d'evaluation des resultats de missions multinationales)
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In: DTIC (2013)
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| 78 |
Professional Conversations About Race, Culture and Language In Early Childhood Literacy Education: An Administrator's Journey
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In: Theses and Dissertations (2013)
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| 79 |
Early Literacy Practices and Beliefs About Education Among Hispanic Families in Jacksonville, Florida
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In: UNF Graduate Theses and Dissertations (2013)
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| 80 |
On the way of educational reform: Thai High School physics teachers’ conceptions of the student-centered approach and their perceptions of their classroom practices
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