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

Publikation: Beitrag in FachzeitschriftForschungsartikelBeigetragenBegutachtung

Abstract

Formative assessment and feedback strategies play a core role in effective learning and instruction. Thus, teachers should be able to effectively apply the theoretical and empirical insights on formative assessment and feedback strategies in their classrooms. However, designing and implementing formative feedback strategies are complex tasks. Based on the Interactive Tutoring Feedback Model we developed a seminar concept combining case-based reflections of empirically based principles for the design of formative feedback strategies; planning and designing formative feedback strategies for a typical oral or written student assignment; and implementing, evaluating, and iteratively adapting this feedback strategy using on-campus micro-teaching sessions. The benefits and constraints of this seminar concept were explored in an evaluation study with teacher students (N = 87). Students participating in the treatment seminars had higher gains in knowledge and competencies compared to students of control groups that had either a short theoretical input or no input on feedback. Furthermore, they appreciated the mix of instructional and micro-teaching components, and rated the transferability of the knowledge and competencies they had acquired as high.

Details

OriginalspracheEnglisch
Seiten (von - bis)261-278
Seitenumfang18
FachzeitschriftPsychology learning and teaching
Jahrgang20
Ausgabenummer2
PublikationsstatusVeröffentlicht - 2020
Peer-Review-StatusJa

Externe IDs

ORCID /0000-0003-0360-3029/work/142246173
ORCID /0000-0002-4280-6534/work/142251685

Schlagworte

Schlagwörter

  • Case-based learning, competency-assessment, formative feedback strategies, micro-teaching, teacher education