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ERIC Number: EJ1042122
Record Type: Journal
Publication Date: 2014-Nov
Pages: 9
Abstractor: As Provided
Reference Count: 37
ISBN: N/A
ISSN: ISSN-1053-4512
The Critical Role of Feedback in Formative Instructional Practices
Chan, Paula E.; Konrad, Moira; Gonzalez, Viviana; Peters, Mary T.; Ressa, Virginia A.
Intervention in School and Clinic, v50 n2 p96-104 Nov 2014
Feedback provides a vehicle for integrating all components of formative instructional practices: clear learning targets, evidence of student learning, and student ownership in the process. Feedback is the keystone to formative instructional practices as it is one of the most powerful instructional tools available. This paper (a) describes the role feedback plays in formative instructional practices, (b) suggests some evidence-based instructional strategies practitioners can employ to increase opportunities for feedback about their instruction, and (c) recommends ways to enhance the effectiveness of the feedback students receive.
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A