Facilitating Active Agency Through Interactive Formative Feedback and Self-Monitoring: Implications for Educational Leadership

• In Event: Roundtable Session 1
  In Roundtable Session: Learning to Lead School Improvement: From Preservice Preparation to Job-Embedded Professional Learning

Abstract

This study explores the impact of a model of interactive formative feedback on educational leadership doctoral students’ learning and the role that trust plays in providing and utilizing formative feedback. Interactive formative feedback involves the use of live feedback, student/instructor and student/peer dialog as well as student memoing. Preliminary findings focus on the need for clearer goal setting and the emergent idea of tiered goals, more careful attention to how the research on the transfer of learning can help to refine the design of feedback strategies and the importance of attending to the social and emotional conditions of learning that create trust between the learner and instructor.

Authors

• Steve P. Myran, Old Dominion University

• Ian Sutherland, Old Dominion University