Absent in too many classrooms is the practice of feedback as an information source. Rather than seeing feedback as merely a step on the correction loop, feedback as information embraces the “cognitive and metacognitive processes within the learner” (Morey, 2004, p. 747). This shift in theoretical stance recognizes and empowers the position of the learner to self-correct understandings and therefore correct item responses based on the received information. This view of feedback, far different from that of programmed instruction, values a variety of feedback forms and values the variety of learners situated in a variety of learning contexts.
In a recent post on assessment, I spoke about feedback, a term we educators frequently invoke although not always with shared meaning. My point in that post was about the importance of feedback in relation to formative assessment and student growth. Students need an opportunity to respond to instruction through a demonstration of their learning […]