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The learning process is meant to be dirty. It aims to make mistakes, allow mistakes, and create an environment for growth through trial and error. In the words of Yoda, "The greatest teacher, failure is."
Unfortunately, our current K-12 school system is not nearly the same as those major errors and failures.
What Is the Feedback?
An answer-based learning program does not look very different from a grade-focused program. You can take help from ThanksForTheHelp platform. This platform also provides do my computer science homeworkservice and plagiarism checker.
In the classroom, this system can be used by any teacher who is interested in changing the focus of his or her students from their final grades to the proper handling of the content itself. The answer is to comment on the student's work, one by one, to meet the needs of each student, personally.
In a number of cases, it is easier for a teacher and a student to get easy marks in an assignment.
The distance is clear.
It tells you whether you have met the expectations of the task at hand, and it creates an easy way for a teacher to evaluate your work without being caught in a subtle and direct way.
However, once a distance is written on a piece of paper, it becomes the only thing that matters. Students who are less likely to be interested in hearing have done well when they see low marks. Anything that may have worked in the case or in the trial exceeds the minimum performance overall.
Similarly, a student may be able to overlook an important issue with his work because it has not interrupted his grade. An issue such as poor language structure in writing assignments is sometimes overlooked because the topic at hand is handled correctly.
In cases like these, a higher grade is excused, but it probably does not do well for the student, as important reading knowledge can be overlooked.
How to Give an Effective Answer
Although the answer is an amazingly useful tool, there are situations in which the answer may not work as well as the one needed in order for the student to thrive. The most effective type of response is highly personal and closely related to the topic being tested.
Here are a few guidelines on how to make good use of feedback:
Focus on the goal.
The answer should be based on specific, measurable learning objectives, objectives, or standards. When providing feedback, link your comments with the expectations set out in the job description and rubric. Direct the information sections and rubric, using the same language where possible. Help students understand where they are in relation to the stated purposes.
Priorities.
The answer should be short and focused on areas of strength and growth that will have a significant impact on the learner's learning. It is not possible or advisable to comment on every aspect of a student's work. The short, priority answer is very appealing to students and easy to put into practice. You will need to make judging calls where you need to focus.
It is usable.
The answer should be so clear that the student knows immediately that he must take action. Your comments should clearly describe their successes and failures and specifically refer to the student’s work in order to point the student to his or her next steps. To improve students' metacognition and enable them to self-evaluate their work, ask inquiring questions that will stimulate thoughtful thinking and new insights into how they can improve their work.
Suitable for Students.
The answer should be yours and attractive to ensure it reaches the reader. To help the reader accept the answer, respond as a reader wants to understand what the student has written. An inspiring, constructive tone will go a long way in helping students accept your feedback and apply it in future work. Make sure you use clear and non-verbal language.
Ongoing, Flexible and Timely.
For it to work, the answer must also be continuous, consistent, and timely. This means that learners need more opportunities to use feedback and that feedback must be accurate, reliable and stable. If the response is timely, students are fired and retrenched. It is important to build common response loops in your teaching practice.
Feedback Benefits All Parties
Finally, feedback is something that every learner can benefit from, whether it is provided digitally, orally, or by written annotations that are common to the task at hand. These variety of response styles make it easy to integrate a student performance response model with an assessment in the current classroom.
Even “A” students benefit from the answer. Those students are often challenged to the way they should be and may be comfortable. While they may get an “A” it helps to know what they can do to improve their work even further - another learning challenge to entertain, engage, and move them forward.
Conclusion
It is not uncommon for a student to complete an assignment that does not reflect the area of growth or change. Taking the time to provide valuable feedback and ask students about their basic assumptions can help prevent even the most successful students from becoming the victim of an outcomes-based learning approach.
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