By Alastair Irons
This booklet relies at the argument that unique and developmental formative suggestions is the only most valuable factor academics can do for college students. It is helping to explain the expectancies of upper schooling and support all scholars to accomplish their capability. This booklet promotes pupil studying via formative review and suggestions, which: allows self-assessment and mirrored image in studying encourages teacher-student discussion is helping make clear what's sturdy functionality offers scholars with caliber info to aid enhance their studying encourages motivation and self-confidence in scholars aids the trainer in shaping educating Underpinned by means of the appropriate thought, the sensible suggestion and examples during this booklet at once tackle the problems of ways to inspire scholars to interact in formative review successfully and indicates academics how they could supply extra important formative suggestions.
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Students will want to learn for a number of different reasons. The literature on motivation suggests that there are four different (but related) motivational categories: ■ ■ ■ ■ extrinsic motivation – normally associated with external drivers such as the prospect of employment and the end of a programme of study; intrinsic motivation – based around the student’s desire to learn about their chosen subject; competitive motivation – performance in assessments often in competition or relation to peers; and social motivation – desire to succeed in order to please other people such as family members.
In proposing changes in assessment we need to consider where the changes are coming from and who the changes are for. As Gibbs (2005) has indicated there is an overwhelming burden of summative assessment on students and staff – to the detriment of learning. Any change should be seen to reduce the workload burden. The other main benefit in change is to improve the student learning opportunities. It has been argued elsewhere in this chapter that formative activities have the potential to encourage and enhance student learning and as such students will benefit.
If feedback is to contribute to student learning and we put a great deal of effort into it – how can we be sure that it is having the desired effect on helping students? A number of commentators on learning and assessment suggest that feedback has the potential to have a significant impact on student learning (for example, Hattie, 1987; Sadler, 1998; Stefani, 1998; Yorke, 2003). Perhaps the simplest reason that students want feedback is that it will help them to learn. However, it is not quite as simple as that.