Information Technology Reference
In-Depth Information
Chapter 15
Formative Assessment and
Feedback with Teacher
Immediacy Behaviors in an
E-Text-Based Context
Ni Chang
Indiana University South Bend, USA
ABSTRACT
Most students favor feedback from an instructor to their assignments, as it informs them of whether
or not their finished work is on the right track. However, solely awarding a grade or score to students'
assignments, even if with very brief comments, does not enable students to know how to improve their
work. This type of assessment tends to gauge students' work for evaluation, making students become
competitive with peers for grades or scores (Harlen & Crick, 2003; Nicol & MacFarlane-Dick, 2006).
Deviating from this orientation, this chapter converges on the importance of constructive and beneficial
feedback through the assessment process in an e-text-based context, for the purpose of lifelong learning.
The chapter also discusses teacher immediacy cues, which are intended to assist the reader in develop-
ing a better understanding of how feedback should be provided to students. To aid the reader to walk
along this path, this chapter also provides suggested practical strategies.
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