Benefits and Constraints of a Preservice Teacher Training for Designing, Reflecting, and Adapting Formative Feedback Strategies

• In Event: AERA Poster Session 10
  In Poster Session: Division K Section 5 Poster Session 2

Abstract

Designing and implementing formative feedback strategies are complex tasks. Based on the Interactive Tutoring Feedback-model (Narciss, 2017) we developed a training concept combining (a) case-based reflections of empirically based principles for the design of formative feedback strategies, (b) planning and designing formative feedback strategies for a typical oral or written student assignment, and (c) implementing, evaluating, and iteratively adapting this feedback strategy using microteaching sessions. The benefits and constraints of this training concept were evaluated in a before-after control-group design with teacher students (N= 87). Training participants appreciated the mix of instructional and microteaching components. Furthermore, they had higher gains in knowledge and competencies compared to control groups that either had a short theoretical or no input on feedback.

Authors

• Susanne Narciss, Technische Universitaet Dresden

• Elsa Hammer, Technische Universitaet Dresden

• Gregor Damnik, Technical University of Dresden

• Hermann J. Koerndle, Technical University of Dresden