Whether this be through web pages, downloadable content and online interactive resources and apps,
feedback from teachers suggests that we have got the approach and the content exactly right.
Not exact matches
Using extended examples
from different grade levels, Lalor advises
teachers to use a three - part protocol to give
feedback on student work: (1) emphasize the strengths in the work; (2) discuss questions or problems about the work in relation to the specific assignment; and (3)
suggest «next steps» for improving the work.
This is an important observation, since it
suggests that, done appropriately, peer
feedback may be more effective than
teacher feedback, because students are more likely to act on
feedback from their peers than they would on
feedback from a
teacher.
Previous research has
suggested that
teachers» conceptions of students» sociocultural affiliations (as inferred
from discursive features of their writing), regarding race (Ball, 2009), class (Seitz, 2004), and gender (Haswell & Haswell, 2009), can shape
teachers»
feedback on student writing and, thus, affect students» future participation in higher education, professional communities, and civic life (Taylor, 2002).