Search results for: Feedback
Page 9/9 84 items
Communicating Feedback in Teaching Practice Supervision in a Learning-Oriented Field Experience Assessment Framework
The communication of feedback in post-observation conferences is the topic of this article. 32 pairs of mentors and participants of in-service teacher education programs participated, and interviews were analyzed. Findings revealed four major themes, related to distribution of content; communicating learning-oriented assessments; learner participation in judging performance and learner participation in target setting.
Updated: May. 18, 2008
This article reviews the corpus of research on feedback, with a focus on formative feedback—defined as information communicated to the learner that is intended to modify his or her thinking or behavior to improve learning. According to researchers, formative feedback should be nonevaluative, supportive, timely, and specific.
Updated: Apr. 07, 2008
Survey data from 222 student teachers at a small, liberal arts college were used to address the following three questions: Do university supervisors add value to the student teaching experience? Do student teachers distinguish between the roles played by supervisors and those played by cooperating teachers? How do student teachers characterise good supervision?
Updated: Jan. 26, 2008
This study compares student responses and performance after receiving two types of feedback, that provided by model answers and that provided by personal comments. In 2004 and 2005, a total of 183 students in first and honours years biology courses were provided with both types of feedback, and their perceptions and preferences were explored using a questionnaire. Questionnaire results showed that a majority of students wanted both kinds of feedback, but that there was a preference for personal over model feedback.
Updated: Jan. 15, 2008