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ERIC Number: ED568689
Record Type: Non-Journal
Publication Date: 2016-Sep
Pages: 12
Abstractor: As Provided
Reference Count: 17
Classroom Currency as a Means of Formative Feedback, Reflection, and Assessment in the World Language Classroom
Bachelor, Jeremy W.; Bachelor, Robin Barnard
Online Submission, NECTFL Review n78 p31-42 Sep 2016
This study examines the formative aspects of teaching in the World Language community college classroom: formative feedback, reflection, and assessment, and then recommends a new educational technique that applies the aforementioned formative elements into the classroom. To this end, in the fall semester of 2015, three sections of Spanish I at the community college level were introduced to a system in which the students were to reward the instructor with play money (or "tip" him) when they perceived that they had met the daily " I can " statements thanks to the lesson and subsequent activities. "Tip" record keeping and quantitative evidence from the instructor rubric suggested that the play money encouraged students to reflect on their own learning, provided the instructor with immediate feedback from students, allowed for critical reflection of activity types, and enabled the instructor to measure whether perceptions (the "tips") matched his formative assessment of how students actually performed in small groups and class activities. This paper also provides insight into which activity types students perceived as the most effective in the World Language classroom.
Publication Type: Journal Articles; Reports - Research
Education Level: Two Year Colleges; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A