Salvato in:
| Autori principali: | , |
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| Natura: | Recurso digital |
| Lingua: | inglese |
| Pubblicazione: |
Zenodo
2019
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| Soggetti: | |
| Accesso online: | https://doi.org/10.5281/zenodo.14656668 |
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Sommario:
- Following principles derived from self-regulated learning and self-determination theory, good feedback practice should provide feedback on the subject and learning practice. However, large groups and lack of time prevents the teacher from providing individual written feedback. In a qualification course in mathematics, we have implemented an assessment practice with immediate feedback that aims to create a dialogue between the lecturer and the students. The feedback is combined with self-evaluation. We also ask the students to reflect on the learning process. Common challenges appearing in the written reflections are then addressed in a subsequent intervention. Today, learners have access to online video lectures that can support learning or in some cases replace lectures. In these online videos, they can watch experts explain a subject and perform calculations with ease. However, watching these instructions or lectures alone might create the illusion of having acquired the skills without having spent the effort. What we see from the students' self-evaluations and reflections is that they often fail to recognize the difference between understanding a subject and being able to apply the knowledge. Through these assessments, students experience the difference between doing calculations with a textbook or a guide available compared to working on their own. Using what the students write after such assessments are used to introduce what interventions are needed. "I don't know what happened today, because I know this!" represents an experience that was used to initiate a discussion with the students on the concept illusion of learning.