Stop and think about your own learning in Learning Challenge One and Learning Challenge Two of this course:
- Who did you receive feedback from?
- What form did the feedback take?
- Was the feedback part of assessment of learning, for learning, as learning, or a combination?
- How was it helpful? What would you do differently to make feedback in this course more useful?
Post a comment about each question in the WEnote comment below.
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In activity-based learning and assessment students think about, and monitor, their own learning. An activity such as a quiz can invite students to engage with a reading, do the quiz alone, and then compare their thinking with the feedback you provide. Students can check their own understanding against a written commentary on the activities. This can be followed up with a conversation between students about their responses. Students use feedback they receive on their formative assessments to understand how well they have learned and how they need to prepare for summative assessments. They are also motivated to continue engaging with the course.
In this way, there is individual study, self-assessment, peer collaboration and assessment for, of and as learning all built into one activity, or a series of activities. This is learning and assessment.
The University of British Columbia in Canada has developed a series of workshops for online teaching. They talk about what makes feedback effective, and describe ideas for communicating feedback online. For a useful article giving ideas about the nature and extent of constructive feedback, go to Giving constructive feedback on assignments on the OER Africa website.
Stop and think
Stop and think about your own learning in Learning Challenge One and Learning Challenge Two of this course:
Post a comment about each question in the WEnote comment below.
You must be logged in to post to WEnotes.
Note: Your comment will be displayed in the course feed.
In activity-based learning and assessment students think about, and monitor, their own learning. An activity such as a quiz can invite students to engage with a reading, do the quiz alone, and then compare their thinking with the feedback you provide. Students can check their own understanding against a written commentary on the activities. This can be followed up with a conversation between students about their responses. Students use feedback they receive on their formative assessments to understand how well they have learned and how they need to prepare for summative assessments. They are also motivated to continue engaging with the course.
In this way, there is individual study, self-assessment, peer collaboration and assessment for, of and as learning all built into one activity, or a series of activities. This is learning and assessment.
The University of British Columbia in Canada has developed a series of workshops for online teaching. They talk about what makes feedback effective, and describe ideas for communicating feedback online. For a useful article giving ideas about the nature and extent of constructive feedback, go to Giving constructive feedback on assignments on the OER Africa website.
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