principles of formative assessment feedback in higher education
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principles of formative assessment feedback in higher education
M1 Assignment 1 Discussion
Assignment 1: Formative Assessment Time
By the due date assigned, please post responses to the questions listed below in this Discussion Area.
Tasks:
In the first course, D8801–A, the discussion questions helped you to concentrate upon the successes and challenges that you shared and worked to overcome. This process is a part of completing a formative assessment option that helped to keep you focused and moving forward.
Nicol and Macfarlane-Dick (2007) suggested seven principles of formative assessment feedback in higher education. They include: a) clarifying what good performance is considered, b) facilitating the development of learning reflection, c) helping the student receive quality assurance of what they are learning, d) encouraging discussion between the research chair and the student, e) building positive motivation seeing success, f) measuring the gap between action and final completion, and g) helping the research chair direct further learning.
- As you prepare to embark on the second half of your Literature/Information Sources Review writing, look at these seven principles and select one or two that you believe are most important to you at this part of your writing, then provide an example of what you mean and post to the Discussion Area.
Reference: Nicol, D. J., & Macfarlane‐Dick, D. (2006). Formative assessment and self‐regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199–218. doi: 10.1080/03075070600572090
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If you are having a problem in this module and need assistance from your Research Chair, please go to Questions for the Instructor.
Note: If your concerns are more of a personal nature, remember that you can always go to the e-mail section of this course and send your Research Chair a personal e-mail outlining exactly what you are concerned about.
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RUBRIC
Excellent Quality
95-100%
Introduction 45-41 points
The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.
Literature Support
91-84 points
The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.
Methodology
58-53 points
Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met.
Average Score
50-85%
40-38 points
More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided.
83-76 points
Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration.
52-49 points
Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met.
Poor Quality
0-45%
37-1 points
The background and/or significance are missing. No search history information is provided.
75-1 points
Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration.
48-1 points
There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met
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