Feedback, Feedback, Feedback – for Students and Teachers
Teachers: An Obvious Source of Feedback
Formative assessment is characterized by an abundance of specific, descriptive feedback that is provided at a time while the learning is still taking place. Through the formative assessment process, teachers also gain valuable information to help with planning for instruction.
When true formative assessment is at work, the lines become blurred between instruction and assessment.
View the following videos to hear how students and teachers feel about the feedback process.
Peers: A Valuable Feedback Resource Worth Developing
Students need more feedback than teachers can possibly provide. Helping students learn to give and receive feedback is definitely worth the investment of time and energy.
The following videos showcase effective peer feedback in action within Alberta schools.
Teachers from Percy Baxter Middle School found that peer coaching can only be effective when a supportive environment is established and students are able to develop the appropriate skills.
Self-reflection: An Essential Life Skill
While teacher and peer feedback is helpful, students ultimately need to develop the skill of self-reflection. In order to build confidence and encourage students to take risks with their learning, it is essential that self-reflection not contribute to a student’s grade. The video resources in this section showcase students working with the skill of self-reflection.
Formative Assessment – Planned or Spontaneous?
Actually, both approaches can be effective. When teachers plan time for formative assessment opportunities, it is more likely that the resulting feedback can influence student learning. Planning effective questions that probe for student understanding and uncover student misconceptions can be particularly effective.
However, don’t overlook the just-in-time opportunities that present themselves as the learning process unfolds.
Scaffolding: Building a Temporary Structure to Support Learning
What does it mean to analyze? support a position? evaluate a procedure?
These higher level thinking skills can sometimes be hard to describe and demonstrate. Check out the Materials section of the AAC website for examples of how these skills can be developed within a formative assessment framework. Numerous templates are also available that can be adapted for any grade or subject.
Learn More about Formative Assessment from AAC Publications
What do we do when students don’t understand? We scaffold to support student learning. Scaffolding for Student Success is an AAC professional resource that provides a variety of effective tools to scaffold student learning.
This new AAC resource has been 'made for Alberta'. It is a practical resource that every system leader, school leader and teacher can turn to for background information, answers to perplexing assessment questions, and concrete ideas for moving assessment practice forward in classrooms, schools and jurisdictions.
This publication has been written with the professional practice standards in mind. Consider this newest AAC resource to be an integral part of planning for implementation of the new standards - for teachers, school leaders and system leaders.
This handy flip book is a valuable reference guide to key principles of sound classroom assessment practice. When used in conjunction with the new AAC ‘Go’ page, www.aac.ab.ca/go, teachers can access resource listings for a variety of videos, professional learning materials, and samples of assessment tasks and techniques.