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The study focuses upon the impact of positive feedback on achievement. This might be best supported by the idea of formative assessment techniques, which help in shaping a student’s learning ability and educational gains acquired by the child during the process of classroom education. Interaction between a teacher and a student is the key to improvement in the effective gains from education accruing to the student. Formative educational techniques entail the diagnostic application of evaluation means where the teacher needs to assess a student based on observations, discussions in the classrooms, homework done by the student, tests and analysis of the work of a student. Taras (2008) notes that much needs to be done in order to understand the recent improvements or changes brought about in the area of assessment in education.
Black & William (1998) in their work “Inside the Black Box” observe that the evaluation system is formative when the feedbacks or information collected by the teachers are utilized in reshaping the teaching and learning process such that the actual requirements are met. These might incorporate some alternative teaching practices, adjustments in the instruction or providing more occasions for practice to the students. The aim of this paper is to explore the impact of positive feedback on the achievement of an individual with a focus on the areas of improvement essential for the implementation of formative assessment procedures.
In the context of education, assessment plays a very important role. This is especially true in case of children and adolescents. Certain teachers believe that earning involves the transfer of knowledge from the teachers to the learners and understanding can develop later. Others are committed to form a teaching base, which involves interactions. In such an environment formative
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Abstract This paper aims to shed light to the question of whether or not online courses for Teaching English Grammar have an effect on students' learning process at the University of Dammam. Using as methods both qualitative and quantitative research, this study is another step for understanding the impact of online learning, compared with more traditional courses.
This variation has been attributed to innumerable factors such as motivations, interests, modes of education, and even demographic features of students. A student’s aspirations and willingness to achieve academic success largely depend on his/her psyche.
For example, if it is about hair-dying, I would not just tell them how to do it, I would actually perform the procedure on a model in front of the whole class. This provides them with an opportunity to observe each step from start to end. I also have the procedure video-recorded and provide the students with the recorded videos to get help in case they forget some step while they perform.
Feedback can be of use in order to improve the work performed by through employing several mechanisms. One good way of using feedback is through conducting focused training sessions that focus on exchanging skills. Feedback can also be in use for urging other people to try doing things even when they have low beliefs of getting it right.
In short, students can be a very diverse group. How, then, does an instructor harmonize these diverse students in such a way as to be an effective instructor Slavin offers three suggestions, based upon extensive research, to help instructors improve the self-esteem of students, to create a sense of security in the classroom, and to promote student achievement (1997).
This template can be used for other professionals to provide feedback to the student. It should not be used by the student’s Practice Educator. The Practice Educator may use this feedback to contribute to the holistic assessment of capability of the student.
This essay discusses the role of peer feedback as a solution to improve the English Language writing skills of Saudi students, whose native language is not English. It could help transform English writing abilities of these students, marking a shift from the traditional approaches of teaching EFL writing, which are still dominant in universities. This essay will firstly look at general issues connected with the topic, discussing the significant role of feedback in improving L2 writing.
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