Response- Ch. 2

Chapter 2 discusses some of the same definitions that were used in Chapter 1 such as: Descriptive Feedback- tells students about their learning about what’s working and what’s not; Evaluative Feedback- tells the learner how she or he has performed as compared to others and uses grades, numbers, checks, symbols. An important key learning quote from this chapter about Evaluative Feedback is

“students usually understand whether or not they need to improve but not HOW to improve.”

As I discussed in Chapter 1’s response, it is important that students understand why they got something incorrect and how they can go about fixing it. There are plenty of learners out there who are ‘okay’ with settling with a average grades because they don’t seem to care about school. Those students are usually the ones who are always getting average grades and never receiving that higher grade because the teacher doesn’t give descriptive feedback or that student doesn’t have the motivation to find out why they are always receiving this average grade. Descriptive Feedback relates directly to their learning. It helps with progression and at the end the day, teachers want students to learn as much as they can throughout the year. I know there are certain times when putting a grade to assignments when evaluating is important as well, but if teachers are using the feedback along with the grade, I know as a University student it still shows me what I need to learn and change for the next assignment.

This chapter also discusses the “time limitations” that teachers go through when trying to make sure they are getting through all their outcomes and indicators. I know that it is for sure one of my fears when going into internship because the goal is to make sure your teaching with a purpose and getting through all the outcomes for your class. However, another goal is to make sure you are not rushing learning. This chapter discusses how teachers are realizing that slowing down and involving the students in discussions and not ‘buzzing’ through an assignment quick can better the student’s knowledge. Students are more likely to learn and think about their learnings and make adjustments or changes if they need to. Even though it is our job to get through all the outcomes in the classroom, it is also our job to make sure the students are learning and not just going through the phase of “in the ear and out the other”.

Overall, as teachers it is important for us to slow down and make sure that what we are saying, the students are also understanding. Asking questions and using repetition are ways discussed in this chapter of how students are actively engaged and in the end are resulting in progressive learning.


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