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Hodges, L, Engaging students, assessing learning: Just a click away, Essays on Teaching Excellence, 21(3). 2010.

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Article

Implementation of a Technology-supported Three-stage Classroom Feedback System for Promotion of Self-regulation and Assessment of Student and Teacher Performance

1Department of Microbiology, Yong Loo Lin School of Medicine, National University of Singapore, Singapore


American Journal of Educational Research. 2015, Vol. 3 No. 4, 446-449
DOI: 10.12691/education-3-4-9
Copyright © 2015 Science and Education Publishing

Cite this paper:
Volker Patzel. Implementation of a Technology-supported Three-stage Classroom Feedback System for Promotion of Self-regulation and Assessment of Student and Teacher Performance. American Journal of Educational Research. 2015; 3(4):446-449. doi: 10.12691/education-3-4-9.

Correspondence to: Volker  Patzel, Department of Microbiology, Yong Loo Lin School of Medicine, National University of Singapore, Singapore. Email: micvp@nus.edu.sg

Abstract

Classroom feedback is essential to facilitate self-regulation and assessment of student and teacher performance. Here, the implementation of a technology (clicker)-supported classroom feedback system is described which provides students with three different levels of feedback: First, a direct computerized quantitative feedback; second, a dialogical external feedback from peers; and third, a class-wide qualitative external feedback from the teacher. This easy to set-up three-stage classroom feedback system which enables the application of several principles of good feedback practice triggered measurable learner and teacher self-regulation thereby improving the quality of learning and teaching.

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