The research on formative assessment and feedback is reinterpreted to show how these processes can help students take control of their own learning, i.e. become self-regulated learners. This reformulation is used to identify seven principles of good feedback practice that support self-regulation. A key argument is that students are already assessing their own work and generating their own feedback, and that higher education should build on this ability. The research underpinning each feedback principle is presented, and some examples of easy-to-implement feedback strategies are briefly described. This shift in focus, whereby students are seen as having a proactive rather than a reactive role in generating and using feedback, has profound implications for the way in which teachers organise assessments and support learning.

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Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice

With digital equipment becoming increasingly networked, either on wired or wireless networks, for personal and professional use alike, distributed software systems have become a crucial element in information and communications technologies. The study of these systems forms the core of the ARLES' work, which is specifically concerned with defining new system software architectures, based on the use of emerging networking technologies. In this context, we concentrate on the study of distributed systems which bring to life the vision of ubiquitous computing systems, also known as ambient intelligence.

반도체 공정 overview

In case you might be trying to understand how to have Becoming a Critically Reflective Teacher eBooks, you must go thorough research on well-liked search engines with the keywords and phrases download Edward Buchanan PDF eBooks in order for you personally to only get PDF formatted books to download which are safer and virus-free you'll discover an array of websites catering for your requirements. The majority of these internet sites possess a large collection of PDF eBooks which it is possible to use to your advantage.

Becoming a Critically Reflective Teacher

Audience response systems (ARS) or clickers, as they are commonly called, offer a management tool for engaging students in the large classroom. Basic elements of the technology are discussed. These systems have been used in a variety of fields and at all levels of education. Typical goals of ARS questions are discussed, as well as methods of compensating for the reduction in lecture time that typically results from their use. Examples of ARS use occur throughout the literature and often detail positive attitudes from both students and instructors, although exceptions do exist. When used in classes, ARS clickers typically have either a benign or positive effect on student performance on exams, depending on the method and extent of their use, and create a more positive and active atmosphere in the large classroom. These systems are especially valuable as a means of introducing and monitoring peer learning methods in the large lecture classroom. So that the reader may use clickers effectively in his or her own classroom, a set of guidelines for writing good questions and a list of best-practice tips have been culled from the literature and experienced users.

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Clickers in the Large Classroom: Current Research and Best-Practice Tips

E-Moderators are \"the new generation of teachers and trainers who work with learners online\" (p. viii) using Computer-Mediated Conferencing (CMC) as a learning tool, regardless of the subject they are teaching. They are the focus of E-Moderating, a recent book which provides both a theoretical framework for developing online learning using CMC (part one), and a wealth of practical advice (part two). The book is supported by a Web site. The author, Gilly Salmon, a distance education specialist with the Open University Business School in the UK, provides a five-step model of effective online education, along with copious examples of how the model relates to real-life online learning contexts. Salmon proposes that, by basing learning on a constructivist model, it is e-moderators that can make the difference in online education as they convene, direct, summarize, and archive synchronous and asynchronous discussions.

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E-Moderating: The Key to Teaching and Learning Online

Student surveys across the world have highlighted that students are dissatisfied with the feedback they receive on their assignments and many institutions have been putting plans in place to address this issue. Much of this work has focused on improving the quality of written comments. This paper takes a different perspective. It argues that the many diverse expressions of dissatisfaction with written feedback, both from students and teachers, are all symptoms of impoverished dialogue. Mass higher education is squeezing out dialogue with the result that written feedback, which is essentially a one‐way communication, often has to carry almost all the burden of teacher–student interaction. The paper suggests ways in which the nature and quality of feedback dialogue can be enhanced when student numbers are large without necessarily increasing demands on academic staff. It concludes with a conceptual discussion of the merits of taking a dialogical approach when designing feedback.

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From monologue to dialogue: improving written feedback processes in mass higher education

Peer review is a reciprocal process whereby students produce feedback reviews on the work of peers and receive feedback reviews from peers on their own work. Prior research has primarily examined the learning benefits that result from the receipt of feedback reviews, with few studies specifically exploring the merits of producing feedback reviews or the learning mechanisms that this activates. Using accounts of their experiences of peer review, this study illuminates students’ perceptions of the different learning benefits resulting from feedback receipt and feedback production, and, importantly, it provides insight into the cognitive processes that are activated when students construct feedback reviews. The findings show that producing feedback reviews engages students in multiple acts of evaluative judgement, both about the work of peers, and, through a reflective process, about their own work; that it involves them in both invoking and applying criteria to explain those judgements; and that it shifts c...

Rethinking feedback practices in higher education: a peer review perspective

Following concerns about the poor conceptual understanding shown by science students, two US research groups have been experimenting with the use of 'classroom communication systems' (CCSs) to promote dialogue in large classes. CCS technology makes it easier to give students immediate feedback on concept tests and to manage peer and class discussions. Improvements in conceptual reasoning have been shown using these methods. However, these research groups have each piloted different discussion sequences. Hence, little is known about which sequence is best and under what circumstances. This study compares the effects of each sequence on students' experiences of learning engineering in a UK university. The research methods included interviews, a survey and a critical incident questionnaire. The results demonstrated that the type of dialogue and the discussion sequence have important effects on learning. The findings are discussed in relation to social constructivist theories of learning and in relation to th...

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Peer Instruction versus Class-wide Discussion in Large Classes: A comparison of two interaction methods in the wired classroom

Over the last decade, larger student numbers, reduced resources and increasing use of new technologies have led to the increased use of multiple‐choice questions (MCQs) as a method of assessment in higher education courses. This paper identifies some limitations associated with MCQs from a pedagogical standpoint. It then provides an assessment framework and a set of feedback principles that, if implemented, would support the development of learner self‐regulation. The different uses of MCQs are then mapped out in relation to this framework using case studies of assessment practice drawn from published research. This analysis shows the different ways in which MCQs can be used to support the development of learner self‐regulation. The framework and principles are offered as a way of helping teachers design the use of MCQs in their courses and of evaluating their effectiveness in supporting the development of learner autonomy. A key message from this analysis is that the power of MCQs (to enhance learning) i...

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David Nicol

Papers

Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice

From monologue to dialogue: improving written feedback processes in mass higher education

Rethinking feedback practices in higher education: a peer review perspective

Peer Instruction versus Class-wide Discussion in Large Classes: A comparison of two interaction methods in the wired classroom

E‐assessment by design: using multiple‐choice tests to good effect