Fast and Effective Feedback: Learning Goals & Feedback Techniques that are fast, informative and effective

Details

Providing helpful feedback and creating meaningful assessment tasks while keepingup with correction and managing a successful work–life balance is one of thebiggest challenges of teaching. You will investigate practical strategies for balancingthese demands, offering teachers fast, formative strategies for providing feedbackand assessing student performance in the time-poor environment of the everydayclassroom. 

Participants will explore:

  • strategies for accelerating the speed at which you mark work
  • strategies for giving and receiving feedback so that student mistakes can beaddressed quickly in class rather than through laborious written correction
  • methods for reducing the volume and extent of your correction
  • techniques for encouraging students to take a more active role in the feedbackprocess, and to more readily act on your assessment advice so that your timespent marking has maximum impact.

Investigate strategies for helping students internalise learning goals, giving studentsand receiving feedback on student’s feedback towards those goals. Participants willexplore a range of engaging modelling strategies to ensure students know whatsuccess really looks like, as well as techniques for ensuring students know the learningpurpose of the lesson, use this goal as compass point for guiding their learning. Glenwill also explore feedback techniques for giving students immediate feedback in classto act on it rather than adding their work to an already large pile of correction. Thefocus here will on offering feedback that is fast, formative and effective.

Objectives and Outcomes

  • Learn modelling strategies, such as “ranked” and “inverted” models and“patchwork” rubrics.
  • Learn quick ways to provide immediate feedback in the classroom.
  • Discuss techniques for ensuring students take real ownership of learning goals.
  • Explore learning activities and games for quickly assessing studentperformance.

Additional Information

SKU CONF2019EAE
Session Session 2 - 11:30am - 1:00pm
Day Day 2
Strand Assessment

Providing helpful feedback and creating meaningful assessment tasks while keepingup with correction and managing a successful work–life balance is one of thebiggest challenges of teaching. You will investigate practical strategies for balancingthese demands, offering teachers fast, formative strategies for providing feedbackand assessing student performance in the time-poor environment of the everydayclassroom. 

Participants will explore:

  • strategies for accelerating the speed at which you mark work
  • strategies for giving and receiving feedback so that student mistakes can beaddressed quickly in class rather than through laborious written correction
  • methods for reducing the volume and extent of your correction
  • techniques for encouraging students to take a more active role in the feedbackprocess, and to more readily act on your assessment advice so that your timespent marking has maximum impact.

Investigate strategies for helping students internalise learning goals, giving studentsand receiving feedback on student’s feedback towards those goals. Participants willexplore a range of engaging modelling strategies to ensure students know whatsuccess really looks like, as well as techniques for ensuring students know the learningpurpose of the lesson, use this goal as compass point for guiding their learning. Glenwill also explore feedback techniques for giving students immediate feedback in classto act on it rather than adding their work to an already large pile of correction. Thefocus here will on offering feedback that is fast, formative and effective.

Objectives and Outcomes

  • Learn modelling strategies, such as “ranked” and “inverted” models and“patchwork” rubrics.
  • Learn quick ways to provide immediate feedback in the classroom.
  • Discuss techniques for ensuring students take real ownership of learning goals.
  • Explore learning activities and games for quickly assessing studentperformance.