Are You Feeding Back or Is It Taking Students Forward?

2020 ◽  
pp. 275-296 ◽  
Author(s):  
Christopher Ewart Dann ◽  
Shirley O'Neill
Keyword(s):  
Formative Assessment ◽  
Critical Reflection ◽  
Learning Experience ◽  
Social Constructivist ◽  
Assessment Practices ◽  
Fine Grained ◽  
The Core ◽  
Constructivist View ◽  
Assessment Tasks ◽  
The Social

The idea of feedback in education is accepted as vital in students' learning experience as a key to their success. Moreover, there is a growing recognition that for formative assessment practices to be most effective; data produced should be of a type that can help students improve their learning, and so should be dialogic, and feed forward rather than back. That is, students should have the opportunity to be engaged in critical reflection and dialogue about their performance in relation to such data. This chapter, therefore, presents a framework that positions dialogue at the core of formative assessment practices. It aligns this with Boud and Molloy's “Feedback Mark 2” model and Henderson et al.'s 12 conditions of success within the broader field of formative assessment to present a case for a more fine-grained examination of the concepts involved and the need for a change in mindset. The chapter argues that dialogue is the conduit through which nuanced moments and “feed markers” provide indicators of learning progression, and that how this impacts on the design of formative assessment tasks requires greater scrutiny. It concludes that the nuanced humanistic behaviors of the dialogic experience need further definition and exploration within the feedback space, and that the established narrative around the use of “feedback” needs to change to accommodate the social constructivist view of learning if practices are to be enhanced.

scholarly journals PENERAPAN TARI KREATIF DENGAN EKSPLORASI IMAGERY LINGKUNGAN HIDUP ANAK USIA DINI

2017 ◽  
Vol 1 (2) ◽  
pp. 64-75
Author(s):  
Arni Apriani
Keyword(s):  
Early Childhood ◽  
Aesthetic Experience ◽  
Learning Experience ◽  
Cultural Environment ◽  
Creative Dance ◽  
Childhood Education ◽  
The Core ◽  
Cultural Roots ◽  
The Social ◽  
Environmental Exploration

Abstract Early childhood is an individual figure who is always active, enthusiastic, and curious about what is seen, heard, felt. They never stop to explore, learn and easy to absorb information. They have feelings that are formed by the situation (happy, sad, angry, disappointed, appreciated, and so on). This is the time when they need friends to play with the socio-cultural environment where he is. In early childhood education must relate to the value of art, beauty and harmony that leads to happiness in the child's life according to the cultural roots in which they live (aesthetics) as well as the religious values ​​it embraces. The concept of learning: learning while playing, doing, through stimulation, with the core experience of exploring the social environment of culture, which produces knowledge and understanding by observing, imitating and experimenting. Environmental exploration for early childhood is important because they are excellent explorers. Creative dance with the exploration of environmental imagery can provide an aesthetic experience, learning experience, social experience, and can foster children's creativity to explore the elements of dance.

Classroom Assessment to Support Teaching and Learning

2019 ◽  
Vol 683 (1) ◽  
pp. 183-200 ◽  
Author(s):  
Lorrie A. Shepard
Keyword(s):  
Formative Assessment ◽  
Standardized Tests ◽  
Teaching And Learning ◽  
Classroom Assessment ◽  
Assessment Practices ◽  
Learning Support ◽  
Negative Effects ◽  
Grand Theory ◽  
Fine Grained ◽  
Proposed Model

Classroom assessment includes both formative assessment, used to adapt instruction and help students to improve, and summative assessment, used to assign grades. These two forms of assessment must be coherently linked through a well-articulated model of learning. Sociocultural theory is an encompassing grand theory that integrates motivation and cognitive development, and it enables the design of equitable learning environments. Learning progressions are examples of fine-grained models of learning, representing goals, intermediate stages, and instructional means for reaching those goals. A model for creating a productive classroom learning culture is proposed. Rather than seeking coherence with standardized tests, which undermines the learning orientation of formative assessment, I propose seeking coherence with ambitious teaching practices. The proposed model also offers ways to minimize the negative effects of grading on learning. Support for teachers to learn these new assessment practices is most likely to be successful in the context of professional development for new curriculum and standards.

scholarly journals Similar Differences

Axis Mundi ◽  
2017 ◽  
Vol 9 ◽  
Author(s):  
Will D Simpson
Keyword(s):  
Common Core ◽  
Social Constructivist ◽  
Unresolved Issue ◽  
Constructivist View ◽  
The Social ◽  
The Common ◽  
Mystical Experiences ◽  
Cognitive Foundations ◽  
Area Of Study

The study of mystical experiences is an endeavor that has been approached in many ways. One unresolved issue in this area of study is whether or not there is a particular type of experience underlying the traditionally religious interpretations, which can be termed “mystical.” In this paper, the author posits that some of the foundational claims of the common core view and the social constructivist view of the nature of such experiences, respectively, are not completely incompatible. Rather, the two approaches may converge with regard to the cognitive foundations of cross-culturally accessible anomalous experiences.

scholarly journals The Featurization of Journalism

2011 ◽  
Vol 32 (2) ◽  
pp. 49-61 ◽  
Author(s):  
Steen Steensen
Keyword(s):  
Present Article ◽  
Social Economic ◽  
Social Function ◽  
Social Constructivist ◽  
Media Industry ◽  
Cultural Changes ◽  
Constructivist View ◽  
The Social ◽  
The Media

Abstract Feature journalism has developed from being an insignificant supplement to news journalism to a family of genres that today dominates newspapers. The present article explores the growing importance of feature journalism and attempts to understand its social function, how it has changed and why it has become so important. Based on an analysis of influential textbooks on feature journalism, the paper argues that feature journalism has traditionally been dominated by a literary discourse, and discourses of intimacy and adventure – discourses that thus have become increasingly important for newspapers, thereby transforming the social function of news in general. Today, however, the genres of feature journalism are undergoing significant changes, reflecting the technological, social, economic and cultural changes that affect the media industry and the role of journalism at large. The present article is framed by a social constructivist view of genre, and it outlines possible scenarios for future transformations of feature journalism.

Social Media

2011 ◽  
Vol 74 (4) ◽  
pp. 505-520 ◽  
Author(s):  
Orlando R. Kelm
Keyword(s):  
Social Media ◽  
Business Communication ◽  
Social Constructivist ◽  
Student Work ◽  
Study Tour ◽  
Constructivist View ◽  
The Social ◽  
Use Of Social Media ◽  
Positive Results

In assessing the application of social media on the teaching of business communication, this article looks at MBA student use of blogs, online photo database contributions, and video contributions to YouTube channels. These assignments were part of their course activities, which included a 2-week study tour in China. The article looks at these activities within the context of the social constructivist view on learning in general. The student work provides evidence of the positive results that come from the use of social media, when viewed from the perspective of social constructivist theories for learning.

Ways and Voices in the Psychoanalysis of Links According to Enrique Pichon-Rivière

2016 ◽  
Vol 6 (2) ◽  
Author(s):  
Rosa Jaitin
Keyword(s):  
Couple Therapy ◽  
Clinical Observation ◽  
Clinical Work ◽  
The Core ◽  
The Social ◽  
The 1960S ◽  
Definition Of ◽  
Relationship Of ◽  
The Voice ◽  
Different Levels

This article covers several stages of the work of Pichon-Rivière. In the 1950s he introduced the hypothesis of "the link as a four way relationship" (of reciprocal love and hate) between the baby and the mother. Clinical work with psychosis and psychosomatic disorders prompted him to examine how mental illness arises; its areas of expression, the degree of symbolisation, and the different fields of clinical observation. From the 1960s onwards, his experience with groups and families led him to explore a second path leading to "the voices of the link"—the voice of the internal family sub-group, and the place of the social and cultural voice where the link develops. This brought him to the definition of the link as a "bi-corporal and tri-personal structure". The author brings together the different levels of the analysis of the link, using as a clinical example the process of a psychoanalytic couple therapy with second generation descendants of a genocide within the limits of the transferential and countertransferential field. Body language (the core of the transgenerational link) and the couple's absences and presence during sessions create a rhythm that gives rise to an illusion, ultimately transforming the intersubjective link between the partners in the couple and with the analyst.

STUDI TATA RUANG RUMAH TINGGAL SUKU TALANG MAMAK (Spatial Study Talang Mamak Tribe House)

2015 ◽  
Vol 12 (2) ◽  
pp. 97
Author(s):  
Gun Faisal ◽  
Dimas Wihardyanto
Keyword(s):  
Grounded Theory ◽  
Social Status ◽  
Theory Method ◽  
The Core ◽  
Grounded Theory Method ◽  
Hunting And Gathering ◽  
The Social ◽  
Open Coding ◽  
Household Activities ◽  
Axial Coding

The Talang Mamak tribe, one of Indonesian tribe, still practices the hunting and gathering of natural produce despite the fact that among them have chosen to settle permanently and doing farming activities. The aim of this research is to study the characteristics of the Talang Mamak house. The method used in this research is grounded theory method, based on the open coding, axial coding as well selective coding techniques. The method used to find the variation layout of the houses and then evaluate the characters and concept of the layouts. The conclusion of this study is that the core of the Talang Mamak house is based on the connectivity of four rooms namely: Ruang Haluan, Ruang Tangah, Ruang Tampuan and Pandapuran. The house has an open layout where all daily household activities are done without barriers. The social status of the owner is identified by houses furniture and staf

Methods and Strategies: Formative Assessment Practices to Support Students who Struggle in Science

2017 ◽  
Vol 055 (02) ◽  
Author(s):  
Audrey Martinez-Gudapakkam ◽  
Karen Mutch-Jones ◽  
Jennifer Hicks
Keyword(s):  
Formative Assessment ◽  
Assessment Practices ◽  
Support Students

The Primacy of Experience

2019 ◽  
pp. 64-81
Author(s):  
Andrea Schiavio
Keyword(s):  
Ecological Factors ◽  
Assessment Practices ◽  
Flexible Systems ◽  
Phenomenological Philosophy ◽  
The Core ◽  
Learning Contexts ◽  
Grading Systems ◽  
Recent Developments ◽  
Core Issue ◽  
Event Based

This chapter explores a possible alternative to traditional “paper-and-pencil” assessment practices in music classes. It argues that an approach based on phenomenological philosophy and inspired by recent developments in cognitive science may shed new light on learning and help educators reconsider grading systems accordingly. After individuating the core issue in an unresolved tension between subjective-objective methodologies relevant to certain learning contexts, the chapter proposes a possible remedy by appealing to three principles central to “embodied” approaches to cognition. Such principles may help educators reframe cognitive phenomena (learning described as a measurable event based on “information processing”) in terms of cognitive ecosystems (learning understood as a negotiating and transformative activity codetermined by diverse embodied and ecological factors connected in recurrent fashion). Accommodating this shift implies transforming assessment practices into more open and flexible systems that take seriously the challenge of cooperative learning and phenomenological reflections.

scholarly journals The Social Construction of Internet Addiction in China: Youth between Reality and Temporal Autonomy in the Documentary Web Junkie

2021 ◽  
Vol 50 (1) ◽  
pp. 86-105
Author(s):  
Annika Pissin
Keyword(s):  
Social Construction ◽  
Internet Addiction ◽  
Documentary Film ◽  
Main Body ◽  
Critical Thought ◽  
The Core ◽  
Critical Realist ◽  
The Social ◽  
China Today ◽  
Point Of Departure

This article addresses issues surrounding the social construction of internet addiction, focusing on conceptualisations of reality, escape, hope, and time. Drawing on a critical realist account of semiosis, the framing of internet addiction in China is analysed using the documentary film Web Junkie as an empirical pivot and point of departure. A contextual overview of relations, interests, and tensions surrounding youth and the internet in China is provided, and the film Web Junkie is briefly presented. The main body of the article consists of a critical analysis of conceptualisations of “reality” and “escape.” The core tension focused on in the analysis is the struggle over time, necessitating engagement with critical thought on hope and utopia. The analysis concludes that struggles over temporal autonomy underlie conflicting claims about “reality” and “escape” that are central to “internet addiction” and its treatment in China today.

Sign in / Sign up

Export Citation Format

Share Document