Enriching feedback in the primary classroom : oral and written feedback from teachers and children.

Este manual se centra en el aspecto más eficaz de la evaluación formativa: la retroalimentación, sin embargo, es el elemento más cargado de una herencia de las malas prácticas y puntos de vista equivocados. Explica cómo hacer uso de los comentarios orales y escritos para promover el aprendizaje del niño en el aula de primaria. La retroalimentación en clase puede aumentar la autoestima, motivar y promover activamente el aprendizaje, o puede desmoralizar y alienar. La forma en que los alumnos puedan participar, conocer lo que se espera de ellos, si tienen, o no, el reconocimiento de lo que hacen, y cómo se valoran sus esfuerzos, son elementos básicos de una evaluación eficaz para el aprendizaje, no del aprendizaje, en el aula.

What do students want most from written feedback information? Distinguishing necessities from luxuries using a budgeting methodology

Feedback is a key concern for higher education practitioners, yet there is little evidence concerning the aspects of assessment feedback information that higher education students prioritise when their lecturers’ time and resources are stretched. One recent study found that in such circumstances, students actually perceive feedback information itself as a luxury rather than a necessity. We first re-examined that finding by asking undergraduates to ‘purchase’ characteristics to create the ideal lecturer, using budgets of differing sizes to distinguish necessities from luxuries. Contrary to the earlier research, students in fact considered good feedback information the single biggest necessity for lecturers to demonstrate. In a second study we used the same method to examine the characteristics of feedback information that students value most. Here, the most important perceived necessity was guidance on improvement of skills. In both studies, students’ priorities were influenced by their individual approaches to learning. These findings permit a more pragmatic approach to building student satisfaction in spite of growing expectations and demands.

EXPLICIT WRITTEN CORRECTIVE FEEDBACK AND LANGUAGE APTITUDE IN SLA: IMPLICATIONS FOR IMPROVEMENT OF LINGUISTIC ACCURACY

Most second language researchers agree that there is a role for corrective feedback in second language writing classes. However, many unanswered questions remain concerning which linguistic features to target and the type and amount of feedback to offer. This study examined two new pieces of writing by 151 learners of English as a Second Language (ESL), in order to investigate the effect of direct and metalinguistic written feedback on errors with the simple past tense, the present perfect tense, dropped pronouns, and pronominal duplication. This inquiry also considered the extent to which learner differences in language-analytic ability (LAA), as measured by the LLAMA F, mediated the effects of these two types of explicit written corrective feedback. Learners in the feedback groups were provided with corrective feedback on two essays, after which learners in all three groups completed two additional writing tasks to determine whether or not the provision of corrective feedback led to greater gains in accuracy compared to no feedback. Both treatment groups, direct and metalinguistic, performed better than the comparison group on new pieces of writing immediately following the treatment sessions, yet direct feedback was more durable than metalinguistic feedback for one structure, the simple past tense. Participants with greater LAA proved more likely to achieve gains in the direct feedback group than in the metalinguistic group, whereas learners with lower LAA benefited more from metalinguistic feedback. Overall, the findings of the present study confirm the results of prior studies that have found a positive role for written corrective feedback in instructed second language acquisition.

A avaliação formativa por meio do feedback escrito no processo de ensino-aprendizagem de alunos de 2.º ciclo em matemática

Relatório final apresentado para a obtenção do grau de mestre em Ensino do 1.º ciclo e do 2.º ciclo do ensino básico

A avaliação formativa por meio do feedback escrito no processo de ensino-aprendizagem de alunos de 2.º ciclo em matemática

Relatório final apresentado para a obtenção do grau de mestre em Ensino do 1.º ciclo e do 2.º ciclo do ensino básico

A quest for helpful feedback to programming coursework

The 2011 National Student Survey (NSS) revealed that 40% of full-time students in England did not think that the feedback on their work has been helpful, even though 66% of these students agreed that the feedback was detailed and 62% of them agreed that the feedback has been prompt. Detailed feedback that is not considered helpful by students means a waste of tutors' time while students continue to struggle with their learning. What do students consider as helpful feedback? What are the qualities of helpful feedback? What are the preferred forms of feedback? How should tutors write feedback so that students will find it helpful? Can ICT help to improve the quality of feedback? In our ongoing search for answers to the above questions, we have trialled the use of a novel Internet application, called eCAF, to assess programming coursework from Engineering, Mathematics and Computing students and have collected their views on the feedback received through a survey. The survey reveals that most students prefer electronic feedback as given through eCAF, with verbal feedback ranked second and hand-written feedback ranked even lower. The survey also indicates that the feedback from some tutors is considered more helpful than others. We report on the detailed findings of the survey. By comparing the kinds of feedback given by each tutor who took part in the trial, we explore ways to improve the helpfulness of feedback on programming coursework in a bid to promote learning amongst engineering students.

A quest for helpful feedback to programming coursework

The 2011 National Student Survey (NSS) revealed that 40% of full-time students in England do not think that the feedback on their work has been helpful, even though 66% of these students agreed that the feedback was detailed and 62% of them agreed that the feedback has been prompt. Detailed feedback that is not considered helpful by students means a waste of tutors' time while students continue to struggle with their learning. What do students consider as helpful feedback? What are the qualities of helpful feedback? What are the preferred forms of feedback? How should tutors write feedback so that students will find it helpful? Can ICT help to improve the quality of feedback? In our ongoing search for answers to the above questions, we have trialled the use of a novel online application (eCAF) to assess programming coursework from engineering, mathematics and computing students and, through a survey, have collected their views on the feedback received. The survey reveals that most students prefer electronic feedback as given through eCAF, with verbal feedback ranked second and hand-written feedback ranked even lower. The survey also indicates that the feedback from some tutors is considered more helpful than others. We report on the detailed findings of the survey. By comparing the kinds of feedback given by each tutor who took part in the trial, we explore ways to improve the helpfulness of feedback on programming coursework in a bid to promote learning amongst engineering students.

An evaluation of the Keep on Talking program for maintaining communication skills into old

Communication skills change with age as a result of sensory deficits, memory loss, and increasing word finding difficulties The Keep on Talking program (L. Hickson, H. Barnett, L. Worrall, & E. Yiu, 1994) was developed to assist older people to develop their own strategies for maintaining communication skills into old age. Two hundred and fifty-two healthy older people were recruited from the community and were assessed on a battery of communication assessments on entry to the study and at 1 year after entry. The experimental group (n = 120) participated in the 5-week group Keep on Talking program run by volunteers A further 130 control subjects were assessed only. The short-term effectiveness of the program was evaluated using a short knowledge based and attitudinal questionnaire and qualitative written feedback. At the I-year follow up, subjects were also asked whether they had taken any action as a result of the project. Results concluded that there was a significant difference between the number of correct questionnaire responses on the knowledge based items and the ratings on the attitudinal items pre- and postprogram questionnaire for the experimental subjects. Qualitative written feedback was positive with many participants remarking on the amount of information that they had acquired. Forty-eight experimental and 69 control subjects (n = 117) were assessed I year later, and there was a significant difference between the groups in terms of the number of subjects who reported having taken action as a result of the program. The Keep on Talking program increased knowledge about communication, produced a positive change in attitude toward the importance of communication, and encouraged participants to take action to maintain their communication skills. Maintaining communication skills may prevent social isolation. This simple 5-hour group program has been effective in empowering participants to maintain. their communication skills as they age.

Sähköisen itseopiskelutyökalun käyttö toiminnanohjausjärjestelmän loppukäyttäjien kouluttamisen tukena

Tutkimuksessa on tutkittu sähköisen itseopiskelutyökalun käyttöä toiminnanohjausjärjestelmän loppukäyttäjien kouluttamisen tukena. Tutkimuksen tavoitteina oli selvittää onko intra- tai internetin yli käytettävän sähköisen itseopiskeluympäristön käyttö organisaatiolle hyödyllistä ja kuinka nykyistä, sähköistä itseopiskelua hyödyntävää koulutusratkaisua voitaisiin kehittää edelleen. Tutkimus on toteutettu Liikennevirastossa syksyn 2010 ja kevään 2011 aikana. Tutkimus oli luonteeltaan laadullinen ja sen aineisto kerättiin haastatteluin, kirjallisena palautteena ja perehtymällä aiheeseen liittyviin tieteellisiin julkaisuihin. Tutkimuksen tuloksena todettiin luokkahuonekoulutuksen rinnalla käytetyn sähköisen itseopiskeluympäristön tukevan toiminnanohjausjärjestelmän järjestelmätoimintojen teknistä kouluttamista loppukäyttäjille, mutta käytettävien toimintatapojen ja kokonaiskuvan kouluttamiseen tarvitaan myös muuta tukimateriaalia. Kehitysehdotuksena nykyiseen ratkaisuun suositeltiin yksittäisiä järjestelmätoimintoja kouluttavien harjoitusten selkeämpään sijoittamiseen osaksi toiminnanohjauksen kokonaiskuvaa ja -prosessia. Näin loppukäyttäjät voisivat paremmin ymmärtää suorittamiensa toimintojen ja itsensä sijoittumisen osaksi toiminnanohjauksen liiketoimintaprosesseja.

Documenter les pratiques évaluatives de trois enseignants du primaire au Sénégal au regard de la rétroaction écrite en correction de textes d'élèves du CM1

Notre recherche s’inscrit dans le cadre de l’adoption par le Sénégal de l’approche par compétences avec des pratiques évaluatives favorisant la réussite du plus grand nombre d’élèves. Parmi ces pratiques, figurent celles liées à l’évaluation formative et particulièrement aux rétroactions écrites, pouvant prolonger les activités d’apprentissage (Scallon, 2004; OCDE, 2005) et permettre la maîtrise des acquis. De ce point de vue, nous avons examiné les façons de faire l’évaluation formative de trois enseignants sénégalais du primaire. Le but est de documenter leurs façons de pratiquer la rétroaction écrite avant et après une expérimentation des annotations selon les modèles de Rodet (2000) et de Lebœuf (1999). Dans cette optique, notre recherche puise ses fondements dans les recherches qualitatives liées au paradigme naturaliste (Fortin, 2010; Deslauriers et Kérésit, 1997; Savoie-Zajc et Karsenti, 2011). Plus précisément, nous avons opté pour une recherche-formation au travers de la double démarche que nous avons empruntée. D’une part, l’étude est parcourue par une démarche de recherche qualitative telle que Fortin (2010) la conçoit, et ce, à des fins de compréhension des pratiques de rétroaction écrite des enseignants ciblés. D’autre part, le chercheur suit une démarche de formation en s’appuyant sur les travaux de Galvani (1999) et de Lafortune (2006), avec comme visée l’expérimentation de la pratique des annotations. Comme instruments de collecte, nous avons utilisé l’entrevue individuelle semi-structurée ainsi que deux guides d’entretien, en plus des deux grilles de recueil d’annotations. L’analyse des données a permis de constater que, en amont de l’expérimentation, la rétroaction écrite est constituée essentiellement de signes divers, de notes chiffrées et de commentaires sous forme d’appréciations globales. En aval, elle se compose majoritairement d’annotations à formulations positive et constructive à contenu cognitif, et des commentaires injonctifs, verdictifs et explicatifs. Au final, les enseignants trouvent cette nouvelle façon de faire avantageuse en termes de réussite des élèves mais contraignante au vu de son caractère chronophage. Cette recherche ouvre, entre autres, sur une étude traitant des liens entre annotations et réussite des élèves.

The impact of Group Intelligence software on enquiry-based learning

Despite the increasing use of groupware technologies in education, there is little evidence of their impact, especially within an enquiry-based learning (EBL) context. In this paper, we examine the use of a commercial standard Group Intelligence software called GroupSystems®ThinkTank. To date, ThinkTank has been adopted mainly in the USA and supports teams in generating ideas, categorising, prioritising, voting and multi-criteria decision-making and automatically generates a report at the end of each session. The software was used by students carrying out an EBL project, set by employers, for a full academic year. The criteria for assessing the impact of ThinkTank on student learning were those of creativity, participation, productivity, engagement and understanding. Data was collected throughout the year using a combination of interviews and questionnaires, and written feedback from employers. The overall findings show an increase in levels of productivity and creativity, evidence of a deeper understanding of their work but some variation in attitudes towards participation in the early stages of the project.

Promotion of health in older people: a randomised controlled trial of health risk appraisal in British general practice

BACKGROUND: there is inadequate evidence to support currently formulated NHS strategies to achieve health promotion and preventative care in older people through broad-based screening and assessment in primary care. The most extensively evaluated delivery instrument for this purpose is Health Risk Appraisal (HRA). This article describes a trial using HRA to evaluate the effect on health behaviour and preventative-care uptake in older people in NHS primary care. METHODS: a randomised controlled trial was undertaken in three London primary care group practices. Functionally independent community-dwelling patients older than 65 years (n = 2,503) received a self-administered Health Risk Appraisal for Older Persons (HRA-O) questionnaire leading to computer-generated individualised written feedback to participants and general practitioners (GPs), integrated into practice information-technology (IT) systems. All primary care staff received training in preventative health in older people. The main outcome measures were self-reported health behaviour and preventative care uptake at 1-year follow-up. RESULTS: of 2,503 individuals randomised, 2,006 respondents (80.1%) (intervention, n = 940, control n = 1,066) were available for analysis. Intervention group respondents reported slightly higher pneumococcal vaccination uptake and equivocal improvement in physical activity levels compared with controls. No significant differences were observed for any other categories of health behaviour or preventative care measures at 1-year follow-up. CONCLUSIONS: HRA-O implemented in this way resulted in minimal improvement of health behaviour or uptake of preventative care measures in older people. Supplementary reinforcement involving contact by health professionals with patients over and above routine clinical encounters may be a prerequisite to the effectiveness of IT-based delivery systems for health promotion in older people.

STOPPFrail (Screening Tool of Older Persons Prescriptions in Frail Adults with Limited Life Expectancy): Consensus Validation

Background: To validate STOPPFrail, a list of explicit criteria for potentially inappropriate medications (PIMs) in frailer older adults with limited life expectancy. A Delphi consensus survey of an expert panel (n = 17) comprising specialists in geriatric medicine, clinical pharmacology, palliative care, psychiatry of old age, clinical pharmacy and general practice.
Methods: STOPPFrail criteria was initially created by the authors based on clinical
experience and appraisal of the available literature. Criteria were organised according to physiological system. Each criterion was accompanied by an explanation. Panellists ranked their agreement with each criterion on a 5-point Likert scale and invited to provide written feedback. Criteria with a median Likert response of 4/5 (agree/strongly agree) and a 25th centile of ≥4 were included in the final criteria.
Results: Three Delphi rounds were required. All panellists completed all rounds. Thirty criteria were proposed for inclusion; 26 were accepted. No new criteria were added. The first two criteria suggest deprescribing medications with no indication or where compliance is poor. The remaining 24 criteria include lipid-lowering therapies, alpha-blockers for hypertension, anti-platelets, neuroleptics, proton pump inhibitors, H-2 receptor antagonists, anti-spasmodics, theophylline, leukotriene antagonists, calcium supplements, bone anti-resorptive therapy, selective oestrogen receptor modulators, non-steroidal antiinflammatories, corticosteroids, 5-alpha reductase inhibitors, alpha-1 selective blockers, muscarinic antagonists, oral diabetic agents, ACE-inhibitors, angiotensin receptor blockers, systemic oestrogens, multivitamins, nutritional supplements and prophylactic antibiotics. Anticoagulants and anti-depressants were excluded. Despite incorporation of panellists’ suggestions, memantine and acetyl-cholinesterase inhibitors remained inconclusive.
Conclusion: STOPPFrail comprises 26 criteria, which have been judged by broad consensus, to be potentially inappropriate in frailer older patients with limited life expectancy. STOPPFrail may assist in deprescribing medications in these patients.

Enhancing Library Instruction with Crossword Puzzles in Kinesiology Classes

The poster was presented at the 2016 Tri-Chapter Meeting (MACMLA, NY-NJ and PHIL Chapters), The 3Ls - Librarians, Leadership and Learning on September 25, 2016 in Philadelphia, PA (http://macmla.libguides.com/tri-chapter2016-posters).

INCORPORATING STIMULATING QUICK-WRITE PROMPTS WITHIN A SECONDARY SCIENCE CLASSROOM: A CASE STUDY IN LESOTHO

The use of intriguing open-ended quick-write prompts within the Basotho science classroom could potentially provide a way for secondary teachers in Lesotho to have a time-efficient alternative to stimulate student thinking and increase critical thinking or application of scientific principles. Writing can be used as a powerful means to improve the achievement of students across many subject areas, including the sciences (Moore, 1993; Rivard, 1994; Rillero, Zambo, Cleland, and Ryan, 1996; Greenstein, 2013). This study focuses on the use of a non-traditional nor extensively studied writing method that could potentially support learning in science. A quasi-experimental research design, with a control and experimental group, was applied. The study was conducted at two schools, with one experimental classroom in one school and a second control group classroom in the second school for a period of 4 weeks. 51 Form B (US Grade 9 equivalent) students participated as the experimental group and 43 Form B students as the control group. In an effort to assess learning achievement, a 1 hour (35 mark) pre-test evaluation was made by and given to students by Basotho teachers at the beginning of this study to have an idea of student’s previous knowledge. Topics covered were Static Electricity, Current Electricity, Electromagnetic Waves, and Chemistry of Water. After the experimental trial period, an almost completely identical post-test evaluation was given to students in the same fashion to observe and compare gains in achievement. Test data was analyzed using an inferential statistics procedure that compared means and gains in knowledge made by the experimental and control groups. Difference between the gains of mean pre-test and post-test scores were statistically significant within each group, but were not statistically significant when the control and experimental groups were compared. Therefore, there was no clear practical effect. Qualitative data from teachers’ journals and students’ written feedback provides insight on the assessments, incorporation of the teaching method, and the development of participating students. Both mid and post-study student feedback shows that students had an overall positive and beneficial experience participating in this activity. Assessments and teacher journals showed areas of strength and weaknesses in student learning and on differences in teaching styles. They also helped support some feedback claims made by students. Areas of further research and improvement of the incorporation of this teaching method in the Basotho secondary science classroom are explored.