Preventing Feedback Fizzle

Autor/in	Brookhart, Susan M.
Titel	Preventing Feedback Fizzle
Quelle	In: Educational Leadership, 70 (2012) 1, S.24-29 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1784
Schlagwörter	Educational Opportunities; Performance Based Assessment; Feedback (Response); Students; Teachers; Educational Objectives + Suchen Sie Ihr Suchwort? Bildungsangebot; Bildungschance; Leistungsermittlung; Student; Schüler; Schülerin; Studentin; Lehrer; Lehrerin; Lehrende; Educational objective; Bildungsziel; Erziehungsziel
Abstract	Feedback is certainly about saying or writing helpful, learning-focused comments. But that is only part of it. What happens beforehand? What happens afterward? Feedback that is helpful and learning-focused fits into a context. Before a teacher gives feedback, students need to know the learning target so they have a purpose for using the feedback they receive. But there is another essential component to effective feedback. After receiving feedback, students need the opportunity to digest, understand, and use it. This article offers teachers steps to avoid feedback fizzle: (1) Share the learning target and success criteria for each lesson with the students; (2) whether the feedback is oral or written, choose words carefully; and (3) Follow episodes of feedback with immediate opportunities for students to use their feedback, before giving them a grade. (Contains 2 endnotes.) (ERIC).
Anmerkungen	ASCD. 1703 North Beauregard Street, Alexandria, VA 22311-1714. Tel: 800-933-2723; Tel: 703-578-9600; Fax: 703-575-5400; Web site: http://www.ascd.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10