Developing a School Culture of Meaningful Feedback Deepens Everyone's Learning. Field Facing Memo #3

Autor/inn/en	Jaquith, Ann; Stosich, Elizabeth Leisy
Institution	Stanford Center for Opportunity Policy in Education (SCOPE); Social Policy Research Associates (SPR); Assessment for Learning Project (ALP)
Titel	Developing a School Culture of Meaningful Feedback Deepens Everyone's Learning. Field Facing Memo #3
Quelle	(2019), (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Elementary Schools; Online Courses; Blended Learning; Educational Technology; Technology Uses in Education; Teaching Methods; Evaluation Methods; Peer Evaluation; Feedback (Response); Hispanic American Students; English Language Learners; At Risk Students; School Culture; Learning Strategies; Professional Development; Formative Evaluation; Self Evaluation (Individuals); Principals; Administrator Role; Teacher Role; Observation; Arizona (Tucson) + Suchen Sie Ihr Suchwort? Elementary school; Grundschule; Volksschule; Online course; Online-Kurs; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Schulkultur; Schulleben; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Principal; Schulleiter; Lehrerrolle; Beobachtung
Abstract	This memo, which is the third in the series, highlights the work of Summit View Elementary School in Tucson, Arizona and its use of ideas and practices from a blended online course, Student Agency in Assessment and Learning (SAAL) developed by researchers at WestEd, also an ALP grantee. This memo describes how the school's participation in the blended course helped teachers actively use assessment for learning strategies, such as peer-to-peer feedback, in their teaching, and showcases how they are learning to teach for deeper understanding by using these strategies in their classrooms and by making their teaching practices visible to themselves and their colleagues. [To view the second memo in the series, "Co-Design as a Lever for Increasing Student Agency: Assessment for Learning in New Hampshire," see ED600639.] (As Provided).
Anmerkungen	Stanford Center for Opportunity Policy in Education. Barnum Center 505 Lasuen Mall, Stanford, CA 94305. Tel: 650-725-8600; Fax: 650-736-1682; e-mail: scope@stanford.edu; Web site: http://edpolicy.stanford.edu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11