Atgriezeniskās saites nozīme mācīšanas un mācīšanās procesā

Author:

Jurs Pāvels1,Špehte Elita1

Affiliation:

1. Liepājas Universitāte, Izglītības zinātņu institūts

Abstract

Delivery of feedback is an integral part of the learning process, which ensures an effective teaching and learning process. Although the students are primarily orientated to get a mark, there are a number of strategies that can be used to maximize students' involvement in the learning process, including providing effective feedback. When providing feedback to students, their lack of skills is analysed with a view towards improving these skills, and a constructive approach to learning applied raising awareness among students. Summarizing the data of empirical research, it can be concluded that students receive feedback, but it does not provide a complete picture about students’ achievements. Among students, there is also a view that teachers do not provide the feedback that would motivate them, and some say that for them feedback is not necessary. This means that in the pedagogical process, during the implementation of the conceptual framework of the new basic education curriculum, it is necessary to promote the importance of feedback in order to help students to appreciate it and thus improve their performance, which would contribute to the growth of teaching and learning.

Publisher

Liepaja University

Subject

General Medicine

Reference18 articles.

1. Black, P., Wiliam. D. (2009). Developing the theory of formative assessment. In: Educational Assessment, Evaluation and Accountability, 21(1), 5–31.

2. Boud, D. (2010). Assessment 2020: Seven propositions for assessment reform in higher education. Sydney: Australian Learning and Teaching Council. Pieejams https://ltr.edu.au/resources/Assessment%202020_final.pdf

3. Boud, D., Molloy, E. (2013). Rethinking models of feedback for learning: the challenge of design. In: Assessment and evaluation in Higher Education, 38(6), 698–712.

4. Carless, D., Salter, D., Yang, M., Lam, J. (2011). Developing sustainable feedback practices. In: Studies in Higher Education, 36(4), 395–407.

5. Gibbs, G., Simpson, C. (2005). Conditions under which Assessment Supports Students’ Learning. In: Learning and Teaching in Higher Education, (1), 3–31.

同舟云学术

1.学者识别学者识别

2.学术分析学术分析

3.人才评估人才评估

"同舟云学术"是以全球学者为主线,采集、加工和组织学术论文而形成的新型学术文献查询和分析系统,可以对全球学者进行文献检索和人才价值评估。用户可以通过关注某些学科领域的顶尖人物而持续追踪该领域的学科进展和研究前沿。经过近期的数据扩容,当前同舟云学术共收录了国内外主流学术期刊6万余种,收集的期刊论文及会议论文总量共计约1.5亿篇,并以每天添加12000余篇中外论文的速度递增。我们也可以为用户提供个性化、定制化的学者数据。欢迎来电咨询!咨询电话:010-8811{复制后删除}0370

www.globalauthorid.com

TOP

Copyright © 2019-2024 北京同舟云网络信息技术有限公司
京公网安备11010802033243号  京ICP备18003416号-3