Introducing the Feed-forward (not feedback) continuum
Title of Panel or Colloquium
Introducing the Feed-forward (not feedback) continuum
Copyright
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Abstract
Changing the process of assessing student writing can increase student engagement and make assessment more meaningful. Combining feedforward practices with the concept of grading as a continuum involving pre-grading self-assessment, assessment, and post-grading student refection further improves the efectiveness of the experience for students and faculty. In this session, participants will examine what Feedforward coaching is and how it can be applied to the assessment of students’ writing performance and explore integrating Feedforward coaching into the grading continuum.
Introducing the Feed-forward (not feedback) continuum
Session 1 Breakouts
Changing the process of assessing student writing can increase student engagement and make assessment more meaningful. Combining feedforward practices with the concept of grading as a continuum involving pre-grading self-assessment, assessment, and post-grading student refection further improves the efectiveness of the experience for students and faculty. In this session, participants will examine what Feedforward coaching is and how it can be applied to the assessment of students’ writing performance and explore integrating Feedforward coaching into the grading continuum.
