Year: 2014
Type: other
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.
Source: TSpace (University of Toronto)
Author: Christine Corso
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2264690112