WEEK 4 AND 5 ; FROM FEEDBACK TO PLANNING

 

PERIOD: From 26 October to 8 November (2 weeks)

 PURPOSE:

Students regulate their own learning through a repertoire of strategies - cognitive, behavioural and motivational - that guide them in their thinking processes while solving tasks. Self-regulated learning as an internal process is encouraged and influenced by social interactions. 

Feedback is an inherent catalyst in self-regulating activity. Students are most effective when they receive feedback provided externally by peers, teachers or others. This process can benefit from the use of digital technologies. Based on the evidence generated, it is possible for the teacher to adapt teaching strategies and provide adequate support to his students. In this sense, it is important to define and plan the digital assessment strategy, taking into account the type of feedback that is most opportune for students, and that is understood by them and their parents (in the case of younger students).

   

Concept of feedback;

Exploration and analysis of resources (papers and websites made available and / or to be researched by each group).

• We signed in small groups and did brainstorming.

• We created 3 groups for 3 phases and discussed each items in each groups :

Here is my group members;

• We discussed the question; "What is a good feedback?
• The debate was really productive, each colleague actively contributed to the work.

• We created a Flinga page in order to put down our final ideas.

• Here is the link for our page.(FLİNGA)

• And here is the  image of Flinga which summarizes the phase 1:   

• 

 Digital tools for feedback:

• Exploration, discussion and presentation (within each group) of digital tools for feedback and planning – Focus on transversal competencies assessment scenarios, like critical thinking, synthesis competencies, problem solving or group work skills.
• Within each team, selection of a digital tool to use in phase 3.

• As we presented in Flinga page; we decided to work on Moodle as it offers good integrated tools for feedback and this approach can easily be  integrated higher education as  our group targets on.

• For taking all these into consideration, we  chose  Santa' s DAS for  phase 3 as it seemed  to  have a lot to do with interaction and it has various elements to assess and give feedback on. 

•    Here is the link for Santa' work of DAS.

           Here is Santa's DAS work

• Following image (Flinga)  summarises the group's  remarks on 'digital tools'  in phase 2:

Provide feedback to learners;

Creation of feedback applied to a DAS produced in the previous LBB (selection of a DAS produced by a member of the group). 

• We prepared  a RUBRIC  based on Santa' s strategy :
•  Here is the file for the rubric;

Here is our group work (group 5) summary summatized on Flinga page as in the picture below;