Difference between revisions of "OLFM Workshop/Planning/Track 1"
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== Facilitators == | == Facilitators == | ||
Kelly Warnock, | Kelly Warnock, | ||
| − | Ken | + | Ken Monroe, |
John O'Brien | John O'Brien | ||
==Introduction== | ==Introduction== | ||
==Learning Outcomes== | ==Learning Outcomes== | ||
| + | After this workshop, participants will be able to: | ||
| + | * Describe various theories and applications of effective feedback | ||
| + | * Plan opportunities to give feedback on formative learning activities. | ||
| + | * Use a variety of tools to gather and provide feedback (surveys, rubrics, audio) | ||
| + | * Discuss feedback challenges and opportunities in your courses | ||
| + | |||
==Guiding Questions== | ==Guiding Questions== | ||
| − | 1. | + | 1. What is effective feedback? |
| − | 2. | + | 2. How do we give students feedback? (what kind, how often, what modality, etc.) |
| − | 3. What | + | 3. What tools are readily available to use for gathering and providing feedback? |
| + | |||
| + | 4. How can meaningful communication encourage assignment submission? | ||
==Topics== | ==Topics== | ||
| − | + | Feedback in Formative & Summative Assessment | |
| − | + | ||
| − | + | Theory: Principles of Effective Feedback | |
| − | + | ||
| − | + | Issues and problems with assessment feedback | |
| − | + | ||
| − | + | Descriptive Feedback | |
| + | |||
| + | Motivating Students | ||
| + | |||
| + | Types of Assignments: Discussions, Blogs, etc. | ||
| + | |||
| + | Peer Feedback | ||
| + | |||
| + | Using Rubrics in Blackboard Learn | ||
| + | |||
| + | Audio Feedback | ||
| + | |||
| + | Communication Tools | ||
| + | |||
| + | Practice with Rubrics & Audio Feedback | ||
| + | |||
=== Key Research === | === Key Research === | ||
| Line 38: | Line 61: | ||
* [http://alh.sagepub.com/content/14/1/63.full.pdf+html Facilitating productive use of feedback in higher education] | * [http://alh.sagepub.com/content/14/1/63.full.pdf+html Facilitating productive use of feedback in higher education] | ||
* [http://rer.sagepub.com/content/83/1/70.full.pdf+html Making Sense of Assessment Feedback in Higher Education] | * [http://rer.sagepub.com/content/83/1/70.full.pdf+html Making Sense of Assessment Feedback in Higher Education] | ||
| − | + | * Simple changes to homework improved student learning | |
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==Images== | ==Images== | ||
Latest revision as of 12:07, 30 May 2014
Facilitators
Kelly Warnock, Ken Monroe, John O'Brien
Introduction
Learning Outcomes
After this workshop, participants will be able to:
- Describe various theories and applications of effective feedback
- Plan opportunities to give feedback on formative learning activities.
- Use a variety of tools to gather and provide feedback (surveys, rubrics, audio)
- Discuss feedback challenges and opportunities in your courses
Guiding Questions
1. What is effective feedback?
2. How do we give students feedback? (what kind, how often, what modality, etc.)
3. What tools are readily available to use for gathering and providing feedback?
4. How can meaningful communication encourage assignment submission?
Topics
Feedback in Formative & Summative Assessment
Theory: Principles of Effective Feedback
Issues and problems with assessment feedback
Descriptive Feedback
Motivating Students
Types of Assignments: Discussions, Blogs, etc.
Peer Feedback
Using Rubrics in Blackboard Learn
Audio Feedback
Communication Tools
Practice with Rubrics & Audio Feedback
Key Research
- 12 Principles of Good Assessment & Feedback
- Feedback Notes for Staff
- Reshaping feedback and assessment
- Re-engineering Assessment Practices in Higher Education
- Effective Assessment in a Digital Age
- ASKe: Assessment Standards Knowledge exchange
- New ways of giving feedback
- ASKe video resources
- Making peer feedback work in three easy steps!
- Adopting a social constructivist approach to assessment in three easy steps!
- The Power of Feedback
- Scoping a vision for formative e-assessment
- Facilitating productive use of feedback in higher education
- Making Sense of Assessment Feedback in Higher Education
- Simple changes to homework improved student learning
