Recursive Feedback

From some time to this part, particularly in the new digital era, several evaluation systems have been developed, such as: “Including continuous machine-mediated human assessment from multiple perspectives (peers, self, teacher, parents, invited experts etc.), and machine feedback (selected and supply response assessments, natural language processing). Student work can also be assessed through data mining techniques, analyzable either as individual progress, or comparisons across cohorts. Student are also offered just-in-time feedback, or assessment that is for learning (formative assessment) and not just of learning (summative assessment)”. https://newlearningonline.com/e-learning/affordance-4-recursive-feedback

In the words of Cope and Kalantzis, recursive feedback, “focuses on formative assessment; it provides the learner with the opportunity of making continuous improvement. It shifts the focus from the learner’s final product to the learner’s in-progress product. One of the goals is to reframe the assessment question from ‘how did we do?’ to ‘how are we doing?’, ‘we’ being the learner, the class, the teacher. Assessment’s primary reference point should not be managerial focus on results, but a formative focus on progress and improvement”. (Cope and Kalantzis 2013, in Muck, K, 2015).

I quote an excerpt from Muck's case study, entitled The Role of Recursive Feedback. A Case Study of e-Learning in Emergency Operations:

“Therefore, one implication of peer-to-peer learning in this environment for participants’ professional development is the possibility to profit from recursive feedback. Recursive feedback, as revealed in the instances so far, was essential to foster participants’ metacognition process. Participants learned from: providing feedback to three different peers, receiving feedback from three different peers, self-revising their own case study, and just reading the case study of their peers. Moreover, as the objective was to promote reflective thinking, a distinctive feature of the design of the activity developed in this course is the constructive feedback, which is the feedback provided on a work in progress, on a knowledge that is being built”

Elearning platform and Better Feedback with Google Classroom

https://www.youtube.com/watch?v=w6jiGM6PAUA

Peer review

Peer review, you can also find it under the titles of peer editing, peer feedback and formative peer evaluation. This method allows students to provide and receive feedback on an assignment before it is presented to the educator. Through peer feedback on an ongoing project, they can remind each other of the objectives and criteria of the project, get an idea of how readers might respond to their writing, and then make specific changes to improve their project before presenting it. This technique has a dual impact, helping the educator to optimize time and allowing students to improve their learning skills. The educational community as a whole benefits.

Video about Peer

https://www.youtube.com/watch?time_continue=22&v=eIBwyohrLmA&feature=emb_title

Article "The Power of Peer Feedback

https://www.edutopia.org/discussion/power-peer-feedback

Example of the use of Peer review at Durham College in Canada

https://durhamcollege.ca/cafe/educational-tech/outcomes-using-educational-technology/peer-review-tools/peerscholar/

Formative and Continuos Assessment

Definition of Formative Assessment

https://www.youtube.com/watch?v=IxW7mk1BGvQ

Video of U. of Michigan, where describes ways to involve all students in looking at student work for the benefit of growing self and others. It is part of a series of videos on Formative Assesment

https://dpi.wi.gov/strategic-assessment/cycles-assessment/formative

https://www.youtube.com/watch?v=2hRu5i-gfXo

Article about Formative Assessment in Distance Learning

https://www.edutopia.org/article/formative-assessment-distance-learning

Continuos Assesment Definition by UNESCO

https://unesdoc.unesco.org/ark:/48223/pf0000255511

Continuos Assesment. This is the simple but powerful pedagogical idea upon which many learning analytics and adaptive learning functions are built

https://www.youtube.com/watch?v=VLPqhM5y9wE

References

Muck, K. (2015). The Role of Recursive Feedback. A Case Study of e-Learning in Emergency Operations. The International Journal of Adult, Community and Professional Learning. Vol 23. First published in 2015 in Champaign, Illinois, USA by Common Ground Publishing LLC

https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-tips/teaching-tips-assessing-students/using-student-peer-review-any-class