— [http://goo.gl/WDK5mA] Applying genre-pedagogy as a framework for English writing instruction could ensure formative assessment strategies that comply well with research on what constitutes good feedback, as well as official guidelines..._______________________in the Norwegian educational system.



:: RT: How do English teachers http://goo.gl/WDK5mA in Norwegian upper secondary school work with feedback to support students in improving their writing skills? | #education #ungdomsskole #LK06 #KUF #Writing #Feedback #pedagogy #English #ESL #EFL #engelsk #ungdomstrinnet #vgs #Norway


The ongoing change from summative to formative assessment has led to increased focus on what constitutes good feedback. Feedback can be defined as “information about the gap between the actual level and the reference level of a system parameter which is used to alter the gap in some way” (Ramaprasad, 1983, p. 4). This depends on three important factors that have been identified by researchers (Black & Wiliam, 2009; Hattie, 2009; Hattie & Timperley, 2007). The first factor is “feed up”, which answers the question “Where am I going” for the students. This includes a focus on clarifying goals, and it is important that the goals are challenging, yet reasonable. The second factor is “feed back”, which answers the question “How am I going” for the students. This includes a focus on how the students are progressing, often in relation to some type of expected standard or criteria for the assignment. The third is “feed forward”, which answers the question “where to next” for the students.


Feedback practices in English in Norwegian upper secondary schools, May Olaug Horverak, University of Agder, Norway PDF ::

Feedback practices in English in Norwegian upper secondary schools, PDF - Official Website - BenjaminMadeira

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Characteristics of Good Student Feedback: - Gavan Watson ::




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