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

Volker Patzel^1,

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

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

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:
three-stage classroom feedback system clickers assessment of learning self-regulated learning

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