Article citationsMore >>

Nicol, D. and Milligan, C, Rethinking technology-supported assessment practices in relatrion to the seven principles of good feedback practice. In C. Bryan and K. Clegg (Eds), Innovative Assessment in Higher Education, Taylor and Francis Group Ltd, London. 2006. 1-13.

has been cited by the following article:

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.

Keywords