Feedback: A powerful way to achieve improvement in teaching and learning

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Feedback: A powerful way to achieve improvement in teaching and learning


Feedback: A powerful way to achieve improvement in teaching and learningVersión en línea Interactive activity por Coordinación Académica 1 What is the primary purpose of evidence-based feedback in teaching? a To reduce teaching time without changing outcomes b To guide students on specific improvements supported by data c To praise students regardless of accuracy d To replace instruction with tests 2 How much can effective feedback potentially improve student learning? a As much as eight months of learning progress b Three months c Two weeks of progress d One full year 3 What is the first key question for learners in feedback models by Hattie, Timperley, Black, and William? a Where is the learner going (learning goals and success criteria) b The learner’s preferred learning style c What is the learner doing right now? d How long will the student take to finish? 4 Why should goals be challenging yet achievable in feedback models? a So students can stretch without consistently failing b To avoid monitoring progress c To align with fixed outcomes d So teachers can finish early 5 Which facet describes ‘Where is the learner right now’ in these models? a Evidence about knowledge, skills, and performance relative to goals b Teacher’s impression c Time spent on task d Student preferences 6 What does ‘How does the learner get there?’ emphasize? a Classroom seating arrangement b Clear steps the student must take to reach the goals c Student grades alone d End-of-term exams only 7 What is a key student benefit of effective feedback? a Shorter learning time b Less need for instruction c Increased effort and better outcomes d Faster grading 8 What is a classroom practice that accompanies good feedback? a Avoiding rubrics b Communicating clear learning goals c Giving only grades d One-off feedback without goals 9 What should teachers check after giving feedback? a That students understand and act on it b That grades are final c That feedback is brief d That no questions are asked

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Feedback: A powerful way to achieve improvement in teaching and learning

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Feedback: A powerful way to achieve improvement in teaching and learningVersión en línea

por Coordinación Académica

What is the primary purpose of evidence-based feedback in teaching?

How much can effective feedback potentially improve student learning?

What is the first key question for learners in feedback models by Hattie, Timperley, Black, and William?

Why should goals be challenging yet achievable in feedback models?

Which facet describes ‘Where is the learner right now’ in these models?

What does ‘How does the learner get there?’ emphasize?

What is a key student benefit of effective feedback?

What is a classroom practice that accompanies good feedback?

What should teachers check after giving feedback?