Feedback Pre-assessment

3 Questions | Total Attempts: 135

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Feedback Quizzes & Trivia

You will use the results of this assessment to guide your learning on 12/11.


Questions and Answers
  • 1. 
    What does research say about feedback? Choose all of the options that you believe to be true.
    • A. 

      Feedback has been shown to be the most significant activity in which a teacher can engage to improve student achievement.

    • B. 

      Asking students to continue working on an objective until the standard is met interferes with student achievement.

    • C. 

      Delay in providing students feedback diminishes its value for learning.

    • D. 

      The most effective feedback comes in the form of written comments.

    • E. 

      Norm-referenced feedback provides the right kind of guidance for improving student understanding.

    • F. 

      Effective learning results from students providing their own feedback, monitoring their work against established criteria.

    • G. 

      Feedback combined with grades is more effective than feedback or grades alone.

    • H. 

      When we increase the amount of descriptive feedback students receive, and decrease the amount of evaluative feedback they receive, students learn significantly more.

    • I. 

      By teaching less and providing more feedback, we can produce greater learning.

  • 2. 
    Choose all of the following that are characteristics of effective feedback.
    • A. 

      Effective feedback directs attention to the intended learning, pointing out strengths and offering specific information to guide improvement.

    • B. 

      Effective feedback mainly occurs during learning, while there is still time to act on it.

    • C. 

      Feedback addresses partial understanding.

    • D. 

      Feedback does some of the thinking for the student.

    • E. 

      Feedback limits corrective information to the amount of advice the student can act on.

    • F. 

      Feedback is most effective when it addresses faulty understanding, rather than a total lack of understanding.

    • G. 

      The goal of effective feedback is to increase motivation and learning.

    • H. 

      Information becomes feedback if, and only if, I am trying to accomplish something and the information tells me whether I am on track or need to change course

    • I. 

      Even if feedback is specific and accurate, it is not of much value if the user cannot understand it or is overwhelmed by it.

    • J. 

      Feedback doesn't always need to allow the recipient time to reshape their performance.

    • K. 

      Advice should accompany feedback.

  • 3. 
    Choose all of the following that you believe are true about different types of feedback.
    • A. 

      Success feedback is most effective for high achieving students.

    • B. 

      Asking questions is a type of intervention feedback.

    • C. 

      "Try these again", "Not there yet", "Keep studying", and "More effort will help you" are examples of effective corrective intervention feedback.

    • D. 

      Praise is a type of success feedback that generally motivates students.

    • E. 

      Grades are not a type of feedback.

    • F. 

      "I like the way you......" is an effective sentence stem for offering feedback.