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Formative Assessment And Feedback – “Ingredients” For An Effective And Durable Learning

Table 1:

No. Items
1. I am aware of the feedback’s importance and I intend to give it to my students through identifying the responses of the following three questions: What do I do? How do I get there? What is the next step?
2. I am aware of the importance of praise, but I do not overlap it with the information given as feedback.
3. I offer an adequate feedback at the level in which pupils have reached the learning process.
4. I seek confirmation that the offered feedback is received appropriately by students.
5. I am concerned about how students receive and interpret feedback.
6. I know that students prefer feedback on progress rather than corrective and, possibly, sanctioning.
7. I know that when students get more difficult tasks they are more responsive to the feedback they receive.
8. I teach the students how to request, understand and use the feedback which they received.
9. I recognize the value of the feedback received from other teachers (colleagues).
10. I give support to other colleagues to know how to provide adequate and effective feedback.
11. I seek evidence that all students feel and experiment the pleasure of learning effectively and sustainably (they have feelings of respect, trust, optimism and desire to learn).
12. I gather evidence on the motivation for learning pupils, how they are successful in learning.
13. I have evidence /arguments about my students can formulate learning objectives and performance criteria.
14. I have evidence /arguments about my students attend the standards of success and the success of their learning.
15. I have evidence /arguments that my students appreciate the standards of success as being enough provocative.
16. I will use the information from feedback when I design the following lessons and teaching activities.
17. I create opportunities for immediate formative learning assessments.
18. I use the information from formative learning assessments for future decisions on teaching-learning.
19. I am focused more on learning than on teaching.
20. I see the assessment as constructive feedback which optimizes the processes of teaching and learning (using student’s mistakes as opportunities to advance successfully in learning).
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