General Purpose of this PLMThe goals and objectives of this module are designed to provide the user (e.g., educators, administrators, students) the understanding and knowledge to utilize the research-based highly effective strategy:
purposeful descriptive feedback. This module explores descriptive purposeful feedback and its use as a strategy for differentiation and as a formative assessment tool. This module explores in detail research integral to understanding what effective and purposeful feedback is and the importance of providing specific and descriptive feedback. This module provides an evaluator the understanding and tools for how to use purposeful feedback to determine if a student is meeting the established performance criteria or if more intensive intervention is needed. |
Module Resources and References | |
File Size: | 561 kb |
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About the Authors
Resources used to develop this site: National Research Council. (2000). How people learn: Brain, mind, experience and school (expanded edition). Committee on Developments in the Science of Learning. J. D. Bransford, A. L., Brown, A., & R. R. Cocking (Eds.), Washington, DC: National Academy Press.
The IRIS Center for Training Enhancements. (2005). How people learn: Presenting the learning theory and inquiry cycle on which the IRIS Modules are built. Retrieved on June 4, 2015 from http://iris.peabody.vanderbilt.edu/module/hpl/
The IRIS Center for Training Enhancements. (2005). How people learn: Presenting the learning theory and inquiry cycle on which the IRIS Modules are built. Retrieved on June 4, 2015 from http://iris.peabody.vanderbilt.edu/module/hpl/
Subjects: education, feedback, descriptive feedback, teaching, assessments, evaluation, formative assessment,
Terms of Use: The learning cycle featured in this project is based on the STAR Legacy Cycle developed by the IRIS Center (2013; http://iris.peabody.vanderbilt.edu/) and based on the work of Dr. John Branford and colleagues (National Research Council, 2000).