Electronic Theses and Dissertations

Availability

Open Access Thesis

Keywords

Feedback (Psychology); Education--Evaluation; Academic achievement; Learning, Psychology of; Reinforcement (Psychology);

Abstract

The focus of this paper is on the use of formative assessment in classrooms which is increasingly becoming a widespread practice in education today. More specifically, the paper examines the role feedback (a crucial element of formative assessment) plays in student achievement. Feedback and the way it is defined, delivered, and used impacts the effectiveness of formative assessment. In addition, decisions about, and changes in, instruction are often made based on what is communicated through feedback. Thus, this paper defines feedback, discusses best practices for effective feedback, and describes how school psychologists can encourage and help facilitate the use of effective descriptive feedback between teacher and students. Implications and future directions for feedback within the context of formative assessment are discussed.

Year of Submission

2012

Degree Name

Specialist in Education

Department

Department of Educational Psychology and Foundations

First Advisor

Radhi H. Al-Mabuk

Comments

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Date Original

2012

Object Description

1 PDF file (iii, 35 pages)

Language

EN

File Format

application/pdf

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