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dc.contributor.authorSquires, Maureen
dc.date.accessioned2018-04-02T17:04:32Z
dc.date.accessioned2020-07-22T12:26:17Z
dc.date.available2018-04-02T17:04:32Z
dc.date.available2020-07-22T12:26:17Z
dc.date.issued2013
dc.identifier.urihttp://hdl.handle.net/20.500.12648/1237
dc.description.abstractFeedback is an essential element of formative assessment. For students to grow, deepen their thinking, and improve their writing, they must understand and apply instructor comments. Moreover, students must be active participants in the entire feedback process, being proactive rather than reactive. This paper is rooted in my reflection and experiences and integrates current literature in the field. It discusses common feedback challenges and presents strategies for moving beyond a transmission model of feedback to one that invites students to co-construct feedback.
dc.language.isoen_US
dc.publisherThe Common Good: A SUNY Plattsburgh Journal on Teaching and Learning
dc.subjectpedagogy
dc.subjectfeedback
dc.subjectstudent engagement
dc.titleMoving Beyond the Transmission of Feedback: Strategies to Engage Students
dc.typeArticle
refterms.dateFOA2020-07-22T12:28:59Z
dc.description.institutionSUNY Plattsburgh
dc.description.contributorMaureen Squires (SUNY Plattsburgh)


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