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Giving Effective Feedback to Your Students
Wednesday October 28, 2015 @ 4:00 pm - 5:00 pm EDT
Presented by Susan M. Brookhart, Ph.D., Consultant, Brookhart Enterprises LLC
Sponsored by Triumph Learning
It’s not the provision of feedback, but the students’ use of it that makes feedback effective. In this two-part webinar series, participants learned a framework for looking at how feedback is given and how it is used. We then applied this framework to examples of oral and written feedback.
The two most common forms of teacher feedback to students in classrooms are oral and written. In part two of this series, participants analyzed examples of oral and written feedback, evaluate their quality, and judge their effectiveness. This recorded webinar applied the framework for looking at feedback from part one, to examples in different content areas and at different grade levels. Watch Susan M. Brookhart, Ph.D. to learn about providing effective feedback to your students.
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Susan M. Brookhart, Ph.D., is an education consultant based in Helena, Montana, U.S.A. She currently works with teachers, schools, districts, universities, and states in the area of classroom assessment. She has been a classroom teacher and a professor and department chair in the School of Education at Duquesne University, where she currently is an adjunct faculty member. Her interests include the role of both formative and summative classroom assessment in student motivation and achievement, the connection between classroom assessment and large-scale assessment, and grading. She has written or co-authored sixteen books and over 70 articles on assessment.
A CE certificate will be emailed to live attendees within 24 hours of the live event.
If you miss the live session, a link to view the recording will be sent within 24 hours of the live event.
Developed specifically for the Common Core State Standards, Triumph’s Common Core Coach, Support Coach, and Performance Coach series provide professional development support for teachers and rigorous instruction and practice for students, covering the skills and concepts students need to master. In four case studies in Kentucky, an outside research firm found that the use of Common Core Mathematics or Common Core English Language Arts with elementary and middle school students contributed to an improvement in the achievement levels on K-PREP, Kentucky’s state-wide test. The number of students who performed at the lowest level (Novice) decreased significantly, with a corresponding increase at the higher performance levels.