Vickie Brown
Final Paper
Classroom Assessment
July 17, 2010
The mediocre teacher tells. The candid teacher explains. The superior teacher demonstrates. The great teacher inspires.
--William Arthur Ward
What is feedback? Is it guidance, evaluation, or praise? For this paper, the definition of feedback comes from Wiggins (2005), where feedback is useful information approximately what happened in light of a specific goal, or information about what and was not accomplished, given a specific goal. This paper leave alone discuss how feedback can be used most in effect in its implementation. Excellence is attained by the cycle of model-practice-perform-feedback-perform, and (according to the schoolman Leadership Online Journal, 2007) research has found that when teachers effectively employ feedback procedures, they positively and often powerfully impact the achievement of their students. The journal oblige goes on to note, Academic feedback is more strongly and consistently relate to achievement than any other teaching behaviorThis blood is consistent regardless of grade, socioeconomic status, race, or school mise en sceneWhen feedback and corrective procedures are used, most students can attain the analogous level of achievement as the top 20% of students.
Feedback is an significant component of the formative assessment process. Brookhart (2008), describes the power of formative feedback as a double-barreled approach (pg. 2). Meaning, it addresses both cognitive and motivational factors at the same time. Brookhart goes on to states that good feedback should be bump of a classroom assessment environment in which students recognize constructive criticism as a good involvement and understand that schooling cannot occur without practice (pg. 2). As grapheme of the formative assessment, feedback should have the following content: focus, comparison, function, and tone.
Clarity of the learning goal is where feedback...If you want to get a full essay, lay it on our website: Ordercustompaper.com
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