Setting Objectives and Providing Feedback

By setting objectives and providing feedback, teachers give students a direction for learning and offer information on how well they are performing relative to a particular learning goal.

Two main generalizations can be drawn from the research on set ting objectives. First, by setting instructional goals, teachers can narrow the focus for students. (Instructional goals should not be too specific, however, or learning will be limited.) Second, students should be encouraged to adapt the teacher’s goals to their own personal needs and desires.

The research suggests four generalizations on providing feedback to students:

1. Feedback should be corrective in nature; that is, it should provide students with information on what they are doing correctly and incorrectly.

2. The timeliness of feedback is essential to its effectiveness. Generally, the later feedback is given—after an exam, for example—the lower the improvement in academic achievement.

3. Feedback should be specific to a criterion, meaning it should tell students where they stand relative to a specific academic goal (criterion-referenced feedback) rather than relative to their peers (norm-referenced feedback).

4. Students can effectively provide their own feedback through ongoing self-evaluation of their learning and performance.

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مواضيع ذات صلة

What is classroom instruction that works?

A Growing Challenge for Mainstream Teachers

Classroom Instruction that works with English Language Learners

Can Intrinsic Graduate Qualities be Developed Through Assessment? Mapping Assessment Practices in IT Degree Programs Concluding remarks

Some questions raised by the mapping

On graduate qualities and course objectives

Can Intrinsic Graduate Qualities be Developed Through Assessment? Mapping Assessment Practices in IT Degree Programs Our findings

Undertaking the mapping

Clarifying the map

Blooms taxonomy

Developing the mapping tool

Sharing meanings