The most effective learning occurs when students know what it is they are trying to learn, use criteria to actively compare their current work to the goal, and take action to improve (Moss & Brookhart, 2012). Formative feedback is part of this process. It is not giving comments on final work at the end of the lesson. There is no ongoing learning process there; the work either goes home or gets thrown away, and the student may or may not remember the comments the next time she does similar work. Formative feedback involves giving comments (or arranging for self- or peer assessment), then giving
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