Examining formative
feedback in the classroom context: New research perspectives.
Not exact matches
In this
context, the responsibility of schools is to ensure high quality assessment of
classroom practice as part of accreditation and registration as well as developing a growing understanding of the use of
classroom observation and
feedback as key tools for improving the quality of teaching and learning practice for individual teachers, teams and schools.
It is aligned with the
classroom units
in Contexts for Learning Mathematics and also offers explorations and
feedback with the authors for deeper study.
The teachers
in such
classrooms recognize that ongoing assessments provide
feedback that enhances their instruction and guides student revision.Kaizen,
in the
context of schools, means ensuring that assessment enhances performance, not simply measures it.
If done
in the
context of research - based leadership practices and instructional development,
classroom walkthroughs are a valuable way for principals and school leaders to see instruction happening
in their schools, provide personalized professional development and
feedback to teachers, and to involve staff
in their own professional learning.
It can also be used for goal setting
in the
context of a coaching relationship or for shorter - term goal setting resulting from personal reflection,
classroom observation or any other
feedback.
The important thing about formative assessment is that it is not a test, nor an instrument, but rather an approach to teaching and learning that uses
feedback as its centrepiece
in a supportive
classroom context.