Promoting Teacher Competencies for Designing, Implementing, Evaluating and Adapting Interactive Formative Feedback-Strategies

Narciss, S. (Susanne)¹, Hammer, E. (Elsa)², Damnik, G. (Gregor)², Körndle, H. (Hermann)^2
1Technische Universitaet Dresden, Zellescher Weg, 01062
²Technische Universitaet Dresden

 

Submission type

Oral only

Scheduled

Bouillonzaal, 26-09-2019, 09:00 - 10:30

Keywords

formative feedback strategies, assessment for learning, teacher education, microteaching

Summary

Formative feedback strategies are considered a core factor for effective learning and instruction (e.g., Hattie, 2009; Shute 2008). However, designing and implementing formative feedback strategies is a complex task that requires combining content knowledge with psychological and pedagogical knowledge on the conditions and effects of formative feedback strategies. Based on the Interactive Tutoring Feedback-model (ITF-model, e.g., Narciss, 2017) we developed a course concept combining (a) case-based reflections and elaboration of empirically based principles for the design of formative feedback strategies, (b) planning and designing formative feedback strategies for a typical oral or written student assignment, and (c) implementing, evaluating, and iteratively adapting this feedback strategy using microteaching sessions. The benefits and constraints of this course concept have been explored with several groups of teacher students. In summary, the students valued the mix of instructional and microteaching components very positively. Furthermore, a pilot study (N = 16) with a control group revealed that compared to participants of the control group, participants of the ITF-training course rated their knowledge gain higher, and had also a higher knowledge gain from pre- to post-test.

Auteurs