Feedback and Assessment in

a Student-centeredLearning Model and the Use of

Technology as Its Facilitator

Ana Lúcia Krüger Vargas

First plan

o Why assessing?o Why tests?o Are tests a fair way

of assessing?

Introductiono Assessment is part of our lifeo We assess and are assessed all the timeo Assessment in schoolso Feedback as a way of assessing

How can feedback be used as an effective assessment tool for teachers and students? I expect that the teacher will consider feedback more effective than tests for assessing pupils’ learning progress (H1) and on their hand, pupils will consider feedback an efficient tool for developing their learning(H2).

How can technology facilitate teacher’s work in giving feedback?I expect that the use of technology will save time and efforts from the teacher, giving her opportunity to effectively think over the feedback given to the pupils (H3).

Research Questions

Methods• Edmodo Daily Diaries (students)• Pre and post interview(teacher)• Teacher’s feedback to students• Classroom Observation

Summer - Working on data

How to analyse?

You have poor data!

October

The Role of the Teacher in Assessing and Giving Feedback:

An Exploration on Elementary School

Teachers’ Conceptions on Formative

Assessment and Feedback

Second plan

Feedback and

Assessment in

a Student-

centere

d

Learning M

odel

and the U

se of

Technology

as Its Facilit

ator

Research question Data Analysis

What are the differences between teacher’s concepts about assessment and feedback and their real practices?

Interview with teachers (1st-4th grades)Case feedback

Compare teachers’ given concepts and mentioned practices in assessing and giving feedback with the feedback given in the case scenarios.

What are the concepts of formative assessment and feedback that teachers lack in theory and practice, if any?

Theory reviewInterview with teachers and case feedback

Revise theory of formative assessment and feedback in order to check if teachers know and/or apply them, based on the information given in the interview and case scenarios.

How can formative assessment and feedback theory support teachers’ role in assessing and giving feedback?

Theory reviewInterview with teachers and case feedback

Based on what is found in question two, suggest ways of assisting teachers in their role of assessing and giving feedback.

New research plan

Methods

• Interview (semi-structured) with teacher (4 teachers)

• Case scenarios feedback (3 scenarios)• Theory base:Hattie, J. & Timperley, H. (2007). The power of feedback. Review of Educational ResearchNicol, D. J &Mackfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education• Previous research:Dixon, H.R., Hawe, E. & Parr, J. (2011). Enacting assessment for learning: the beliefs practice nexus. Assessment in Education: Principles, Policy & Practice

Work plan revisedSeptember

Readings on theoretical background

OctoberDevelop theory

Defining analysis methodNovember

Start analyzing/writingDecember

---January, February, March

Analyze/writeApril

ReviseMay

Deliver

SeptemberReadings on theoretical backgroundStarting a new planOctoberDevelop the planCollect new dataStart working on the dataNovemberWork on dataDevelop the theory (base)Start coding / working with analysisDecember---JanuaryDefine analysis methodFebruary, March, AprilAnalyze/writeMayReviseJuneDeliver