Focusing Effective Feedback Practices on Developing Students' ‘Assessment Literacy'

2020 ◽  
pp. 81-98
Author(s):  
Demi Elizabeth Ladbrook
Keyword(s):  
High School ◽  
Gifted And Talented ◽  
Implementation Strategies ◽  
Teacher Feedback ◽  
Assessment Literacy ◽  
Self Assessment ◽  
Feed Forward ◽  
Effective Feedback ◽  
And Task

This chapter investigated effective feedback practices that develop assessment literacy of the high school gifted and talented in an inclusive environment. Gifted and talented were identified by their fluency of content and flexibility of curriculum areas, with the purpose for feedback to build student capacity for assessment literacy. A conceptual method included the aim for actionable feedback that extended the gifted and talented in their assessment literacy. Efficient feedback that developed assessment literacy included a feed-forward focus, metacognition development, and task-orientated understanding of the criteria. The study emphasised implementation strategies to build student capacity in utilising the feedback provided to its greatest effect. Ultimately, to improve assessment literacy, the use of exemplars to develop metacognition and improve criteria knowledge through strategic calibration of self-assessment were successful strategies used as part of teacher feedback.

How Effective Feedback for Training Depends on Learner Resources and Task Demands

2006 ◽  
Author(s):  
Anne Collins McLaughlin ◽  
Wendy A. Rogers ◽  
Arthur D. Fisk
Keyword(s):  
Task Demands ◽  
Effective Feedback ◽  
And Task

scholarly journals A haptic laparoscopic trainer based on affine velocity analysis: engineering and preliminary results

BMC Surgery ◽  
2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Benjamin De Witte ◽  
Charles Barnouin ◽  
Richard Moreau ◽  
Arnaud Lelevé ◽  
Xavier Martin ◽  
...  
Keyword(s):  
Motor Skills ◽  
Haptic Feedback ◽  
High Fidelity ◽  
Velocity Analysis ◽  
Self Assessment ◽  
Laparoscopic Skills ◽  
Effective Feedback ◽  
Simulation Based ◽  
Good Trade ◽  
Laparoscopic Techniques

Abstract Background There is a general agreement upon the importance of acquiring laparoscopic skills outside the operation room through simulation-based training. However, high-fidelity simulators are cost-prohibitive and elicit a high cognitive load, while low-fidelity simulators lack effective feedback. This paper describes a low-fidelity simulator bridging the existing gaps with affine velocity as a new assessment variable. Primary validation results are also presented. Methods Psycho-motor skills and engineering key features have been considered e.g. haptic feedback and complementary assessment variables. Seventy-seven participants tested the simulator (17 expert surgeons, 12 intermediates, 28 inexperienced interns, and 20 novices). The content validity was tested with a 10-point Likert scale and the discriminative power by comparing the four groups’ performance over two sessions. Results Participants rated the simulator positively, from 7.25 to 7.72 out of 10 (mean, 7.57). Experts and intermediates performed faster with fewer errors (collisions) than inexperienced interns and novices. The affine velocity brought additional differentiations, especially between interns and novices. Conclusion This affordable haptic simulator makes it possible to learn and train laparoscopic techniques. Self-assessment of basic skills was easily performed with slight additional cost compared to low-fidelity simulators. It could be a good trade-off among the products currently used for surgeons' training.

Development and validation of a high school STEM self‐assessment inventory

2020 ◽  
Vol 120 (8) ◽  
pp. 477-490
Author(s):  
Erin Peters Burton ◽  
Tara S. Behrend ◽  
Shari Matray ◽  
Clarissa Hudson ◽  
Michael Ford
Keyword(s):  
High School ◽  
Self Assessment ◽  
Development And Validation

scholarly journals A COMPARISON STUDY: TEACHER, PEER AND SELF-FEEDBACK ON STUDENTS ESSAY WRITING

2020 ◽  
Vol 6 (2) ◽  
pp. 168-180
Author(s):  
Imam Sudarmaji ◽  
Marlien Bunga Lifanie
Keyword(s):  
High School ◽  
Senior High School ◽  
Teacher Feedback ◽  
Comparison Study ◽  
Feedback Strategy ◽  
Essay Writing ◽  
Tenth Grade ◽  
Post Test ◽  
Feedback Strategies ◽  
Design Students

The aim of this research was to know whether there are significant affection of reduction language error in students essay writing by using peer, teacher and self-feedback and to investigate which the best one of the strategies on reduction language error in students essay writing. The 126 tenth grade students of one senior high school in Tangerang were chosen as the sample which taken by non-random using purposive sampling. This research used experimental method with three experimental groups design. Students’ test for pre-test and post-test were used by the researcher to collect the data. The hypothesis data was tested using formula of t-test. The result showed that there was a significant effect used peer, teacher and self-feedback on reduction language error in students writing essay at the tenth grade of senior high school, but teacher feedback is better strategy than peer and self-feedback. It means that the three feedback strategies in reducing language error are effective on improving students writing skill and the teacher feedback strategy is the most effective one among the other strategies

scholarly journals Self-Assessment in Exploring EFL Students’ Speaking Skill

AL-TA LIM ◽  
2020 ◽  
Vol 27 (2) ◽  
pp. 208-214
Author(s):  
Alek Alek ◽  
Abdul Gafur Marzuki ◽  
Muhammad Farkhan ◽  
Rahma Deni
Keyword(s):  
High School ◽  
High School Students ◽  
Qualitative Study ◽  
Use Of Self ◽  
Vocational High School ◽  
Oral Performance ◽  
School Students ◽  
Self Assessment ◽  
Efl Students ◽  
Speaking Skill

Self-assessment is one of alternative ways to evaluate students’ speaking talent in English. Through this evaluation, students are allowed to discover, know, and develop their speaking skill. Nonetheless, this sort of project was probably not common in Indonesia. Thus, this study was aimed to know students’ perception of using self-assessment for assessing their oral performance at Link and Match vocational high school. The information of this study was gathered by means of questionnaire which consists of 5 questions about the use of self-assessment. In this qualitative study, the data had been analyzed descriptively. There have been 30 vocational high school students who stand in Multimedia Major as the participant of this study. The results of this study indicated that most of the students thought that self-assessment very helpful for them because it allowed them to know their functionality and develop it to achieve the course goal specifically the speaking course objective. However, some students though that self-assessment was considerably useful since the teacher not often use this assignment and the students not take pleasure in whereas attempting to assess themselves. Self-assessment is very useful in exploring and assessing students speaking skill.

scholarly journals Using Rummy Game Method to Improve Students’ Learning Activities and English Dialog

2012 ◽  
Vol 5 (1) ◽  
pp. 101
Author(s):  
Supriyanto Supriyanto
Keyword(s):  
High School ◽  
Action Research ◽  
Natural Science ◽  
Performance Test ◽  
The State ◽  
Senior High School ◽  
Learning Activities ◽  
Self Assessment ◽  
Previous Condition ◽  
And Performance

This classroom action research was aimed at improving students’ learning activities and students’ English dialog skills in the state senior high school 3 Salatiga. The research was carried out in the state senior high school 3 Salatiga from January to June 2012. The subject of the research was 38 students of grade XI natural science 2. While the objects of research were  rummy game method, students’ learning activities and students’ English dialog skills. This action research was conducted in two cycles. Each consisted of planning, acting, observing, and reflecting. In cycle 1, the researcher implemented  rummy game method with big groups and ready made cards while in cycle 2, the researcher applied  rummy game method with small groups and student designed cards. To collect the data the researcher gave self-assessment test and performance test before the first cycle, after the first cycle, and after the second cycle. The data analysis was done by descriptive comparison namely by comparing scores in the previous condition with those of the first cycle and the second cycle. The research findings revealed that there was significant improvement of average scores in students’ learning activities namely 13.8 % from 56.8 % in the previous condition to 70.6 % in cycle 2 and in students’ English dialog skill namely 5.8 from 72.7 in the previous condition to 78.5 in cycle 2. Hence, hypothesis stating that using  rummy game method is able to improve students’ learning activities and English dialog skill in the state senior high school 3 Salatiga grade XI natural science 2 even semester year 2011/2012 is proven right.Keywords:  Rummy Game Method; Learning Activities; English Dialog Skill

The Call for Raising Standards: Promising Responses

2002 ◽  
Vol 25 (2) ◽  
pp. 57-61
Author(s):  
Lee Alvoid
Keyword(s):  
High School ◽  
Gifted And Talented ◽  
School Principal ◽  
High School Principal ◽  
The Status ◽  
Talented Students

What is the status of ambitious national recommendations designed to develop the talent of our brightest students? Have states, districts, and individual schools taken action? Are we much further along as a nation in raising the expectation level for gifted and talented students? As a former middle and high school principal, I have pictures of specific students in mind when I contemplate these answers. There has been progress, but not nearly enough has been accomplished.

Factors influencing uptake of pre-exposure prophylaxis: some qualitative insights from an intervention study of men who have sex with men in China

Sexual Health ◽  
2018 ◽  
Vol 15 (1) ◽  
pp. 39 ◽  
Author(s):  
Chunxing Liu ◽  
Yingying Ding ◽  
Zhen Ning ◽  
Meiyang Gao ◽  
Xing Liu ◽  
...  
Keyword(s):  
Hiv Risk ◽  
Intervention Study ◽  
Implementation Strategies ◽  
Self Assessment ◽  
Risk Beliefs ◽  
Group Data ◽  
Prep Implementation ◽  
Substantial Risk ◽  
Sex With Men ◽  
Exposure Prophylaxis

Background: Pre-exposure prophylaxis (PrEP) is a biomedical approach for preventing the acquisition of HIV in populations at substantial risk for HIV. However, its uptake among men who have sex with men (MSM) is low in China. The study aimed to identify factors that might influence MSM’s uptake and use of PrEP. Methods: In-depth interviews were conducted with 32 self-identified MSM from a PrEP intervention study evaluating daily oral tenofovir disoproxil fumarate (TDF) to prevent HIV infection. Of these men, 11 were presently using the ‘TDF’ group; 8 from the ‘change-over’ group (i.e. initially used PrEP but subsequently quitted); and 13 from the non-user group. Data were analysed using thematic approach. Results: Perception of low HIV risk, mistrust of the national PrEP program, and concerns of side effects were the main reasons for not wanting to use PrEP. Also, lack of main sexual partner’s support, difficulties in adhering to the daily TDF regimen, and the inconvenient schedules in securing the medicine were the major reasons for not wanting to use or quitting the use of PrEP. On the other hand, perceived high HIV risk, beliefs in efficacy of PrEP, and worries of transmitting HIV to families were the major motives for PrEP uptake. Conclusions: Findings suggest that PrEP implementation strategies should first address issues including but not limited to accurate self-assessment of HIV risk, mistrust and limited knowledge about medical trials and PrEP, and ease of accessing PrEP.

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