67.037 - Instructional Feedback: Types, Contexts, and Recommendations

Session Type: Symposium

Abstract

Instructional feedback is the process through which individuals receive information concerning their learning or production efforts that should enable them to improve their work. Feedback might come from a teacher, a peer, or from the learner simply observing the results of his or her efforts. It might include information on where the learner currently is, where the learner is headed, or advice on what the next steps in learning might be.
This session brings together leading scholars from around the world to provide their most influential thinking on instructional feedback. Researchers from the United States, New Zealand, Spain, Germany, Canada, and Great Britain will present a comprehensive review of the current

Sub Unit

• SIG-Classroom Assessment

Chair

• Anastasiya A. Lipnevich, Queens College and the Graduate Center of the City University of New York

Papers

• Feedback in Formative Assessment - Dylan Wiliam, Institute of Education - London

• Summative and Formative Feedback - Susan M. Brookhart, Duquesne University

• Summative and Formative Feedback in Writing - Steve Graham, Arizona State University, Editor Journal of Educational Psychology

• Feedback in the Context of Self-Assessment - Heidi L. Andrade, University at Albany - SUNY

• Providing Formative Peer Feedback: What Do We Know? - Ernesto Panadero, Universidad Autónoma de Madrid; Anders Jonsson; Maryam Alqassab, LMU Munich

• Feedback, Correctives, and the Use of Pre-Assessments - Thomas R. Guskey, University of Kentucky

Discussant

• Jeffrey K. Smith, University of Otago