— [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 ::
Characteristics of Good Student Feedback: - Gavan Watson ::
Fuente: Youtube, Servicios de Internet | Source: Youtube, Video hosting service
WORKS CITED — REFERENCES :
• [1] Amores, M. J. (1997). A New Perspective on Peer‐Editing. Foreign Language Annals, 30(4), 513-522. Askland, S. (2010). The role of instruction and corrective feedback in second language acquisition. (Master's thesis), The University of Agder, Kristiansand.
• [2] Black, P., McCormick, R., James, M., & Pedder, D. (2006). Learning how to learn and assessment for learning: A theoretical inquiry. Research Papers in Education, 21(02), 119-132.
• [3] Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in education, 5(1), 7-74.
• [4] Black, P., & Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability (formerly: Journal of Personnel Evaluation in Education), 21(1), 5-31.
• [5] Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative research in psychology, 3(2), 77-101.
• [6] Cohen, L., Manion, L., & Morrison, K. (2011). Research methods in education. London: Routledge.
• [7] Cope, B., & Kalantzis, M. (2012). Introduction. In B. Cope & M. Kalantzis (Eds.), The Powers of Literacy, A Genre Approach to Teaching Writing (pp. 1-21). London Washington: The Falmer Press.
• [8] Dysthe, O., & Hertzberg, F. (2009). Den nyttige tekstresponsen - hva sier nyere forskning? In O. K. Haugaløkken, L. S. Evensen, F. Hertzberg & H. Otnes (Eds.), Tekstvurdering som didiaktisk utfordring (pp. 35-43). Oslo: Universitetsforlaget.
• [9] Gardner, J. (2006). Assessment and learning. London: Sage. Graham, S., & Perin, D. (2007). A meta-analysis of writing instruction for adolescent students. Journal of Educational Psychology, 99(3), 445-476.
• [10] Hattie, J. (2009). Visible learning: a synthesis of over 800 meta-analyses relating to achievement. London: Routledge.
• [11] Hattie, J., & Timperley, H. (2007). The power of feedback. Review of educational research, 77(1), 81-112.
• [12] Hawe, E., Dixon, H., & Watson, E. (2008). Oral feedback in the context of written language. Australian Journal of Language & Literacy, 31(1), 43-58.
• [13] Hillocks, G. (1986). Research on Written Composition - New Directions for Teaching. Urbana: National Conference on Research in English.
• [14] Horowitz, D. (1986). Process, Not Product: Less Than Meets the Eye. TESOL Quarterly, 20(1), 141-144.
• [15] Horverak, M. O. (forthcoming). English writing instruction in Norwegian upper secondary schools Hyland, F. (2000). ESL writers and feedback: Giving more autonomy to students. Langauge Teaching Research, 4(1), 33-54.
• [16] Hyland, K. (2004). Genre and Second Language Writing. The USA: The University of Michigan Press.
• [17] Hyland, K., & Hyland, F. (2006). Feedback in Second Language Writing: Contexts and Issues. New York: Cambridge University Press.
• [18] Igland, M.-A. (2008). Mens teksten blir til: ein kasusstudie av lærarkommentarar til utkast. Det utdanningsvitenskapelige fakultet, Universitetet i Oslo Unipub, Oslo.
• [19] Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Beverly Hills, Calif: Sage.
• [20] Nelson, G., & Carson, J. (2006). Cultural issues in peer response: Revisiting "culture". In K. Hyland & F. Hyland (Eds.), Feedback in Second Language Writing: Contexts and Issues (pp. 42-59). New York: Cambridge University Press.
• [21] Nicol, D., & Macfarlane‐dick, D. (2006). Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199-218. doi: 10.1080/03075070600572090
• [22] Norwegian Directorate for Education and Training. (2013a). English subject curriculum. Retrieved 17.12., 2013, from http://www.udir.no/kl06/ENG1-03/Hele/?lplang=eng
• [23] Norwegian Directorate for Education and Training. (2014). Vurdering for læring. Retrieved on June 2015 from http://www.udir.no/Vurdering/Vurdering-for-laring/
• [24] Nyvoll Bø, E. (2014). A case study of feedback to written English in a Norwegian upper secondary school. (Master's thesis), University of Stavanger, Norway.
• [25] Parr, J. M., & Timperley, H. S. (2010). Feedback to writing, assessment for teaching and learning and student progress. Assessing Writing, 15(2), 68-85.
• [26] Pintrich, P. R. (1995). Understanding self‐regulated learning. New directions for teaching and learning, 1995(63), 3-12.
• [27] Pintrich, P. R., & Zusho, A. (2002). Student motivation and self-regulated learning in the college classroom. In J. C. Smart & W. G. Tierney (Eds.), Higher Education: handbook of theory and research (Vol. XVII). New York: Agathon Press.
• [28] Ramaprasad, A. (1983). On the definition of feedback. Behavioral Science, 28(1), 4-13.
• [29] Rijlaarsdam, G. C. W., Braaksma, M. A. H., Couzijn, M. J., Janssen, T. M., Raedts, M., Steendam, v. E., . . . Bergh, v. d. H. (2008). Observation of peers in learning to write: Practice and research. Journal of Writing Research, 1(1), 53-83.
• [30] Rindal, U. (2012). Meaning in English, L2 attitudes, choices and pronunciation in Norway. (PhD Thesis), Oslo.
• [31] Sadler, D. R. (1989). Formative assessment and the design of instructional systems. Instructional science, 18(2), 119-144.
• [32] Saliu-Abdulahi, D. (forthcoming). Feedback and formative assessment in EFL writing classes in Norway: Teachers’ perspective
• [33] Silverman, D. (2011). Interpreting Qualitative Data (4th ed.). London: Sage.
• [34] Smidt, J. (2009). Overgang. Skrivekulturer på ungdomstrinnet og i videregående skole. In O. K. Haugaløkken, L. S. Evensen, F. Hertzberg & H. Otnes (Eds.), Tekstvurdering som didiaktisk utfordring (pp. 63-73). Oslo: Universitetsforlaget.
• [35] Toppings, K. (2003). Self and peer assessment in school and university: Reliability, validiy and utility. In M. Segers, F. Dochy & E. Cascallar (Eds.), Optimising New Modes of Assessment: In Search of Qualities and Standards (pp. 55-87). London: Kluwer Academic Publishers.
• [36] Vik, L. B. (2013). The assessment of English in two Norwegian upper secondary schools : a comparative study. (Master's thesis), The University of Stavanger, Norway.
• [37] Zimmerman, B. J., & Schunk, D. H. (2001). Self-regulated learning and academic achievement: Theoretical perspectives. Mahwah, N.J: Routledge.
• [1] Amores, M. J. (1997). A New Perspective on Peer‐Editing. Foreign Language Annals, 30(4), 513-522. Askland, S. (2010). The role of instruction and corrective feedback in second language acquisition. (Master's thesis), The University of Agder, Kristiansand.
• [2] Black, P., McCormick, R., James, M., & Pedder, D. (2006). Learning how to learn and assessment for learning: A theoretical inquiry. Research Papers in Education, 21(02), 119-132.
• [3] Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in education, 5(1), 7-74.
• [4] Black, P., & Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability (formerly: Journal of Personnel Evaluation in Education), 21(1), 5-31.
• [5] Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative research in psychology, 3(2), 77-101.
• [6] Cohen, L., Manion, L., & Morrison, K. (2011). Research methods in education. London: Routledge.
• [7] Cope, B., & Kalantzis, M. (2012). Introduction. In B. Cope & M. Kalantzis (Eds.), The Powers of Literacy, A Genre Approach to Teaching Writing (pp. 1-21). London Washington: The Falmer Press.
• [8] Dysthe, O., & Hertzberg, F. (2009). Den nyttige tekstresponsen - hva sier nyere forskning? In O. K. Haugaløkken, L. S. Evensen, F. Hertzberg & H. Otnes (Eds.), Tekstvurdering som didiaktisk utfordring (pp. 35-43). Oslo: Universitetsforlaget.
• [9] Gardner, J. (2006). Assessment and learning. London: Sage. Graham, S., & Perin, D. (2007). A meta-analysis of writing instruction for adolescent students. Journal of Educational Psychology, 99(3), 445-476.
• [10] Hattie, J. (2009). Visible learning: a synthesis of over 800 meta-analyses relating to achievement. London: Routledge.
• [11] Hattie, J., & Timperley, H. (2007). The power of feedback. Review of educational research, 77(1), 81-112.
• [12] Hawe, E., Dixon, H., & Watson, E. (2008). Oral feedback in the context of written language. Australian Journal of Language & Literacy, 31(1), 43-58.
• [13] Hillocks, G. (1986). Research on Written Composition - New Directions for Teaching. Urbana: National Conference on Research in English.
• [14] Horowitz, D. (1986). Process, Not Product: Less Than Meets the Eye. TESOL Quarterly, 20(1), 141-144.
• [15] Horverak, M. O. (forthcoming). English writing instruction in Norwegian upper secondary schools Hyland, F. (2000). ESL writers and feedback: Giving more autonomy to students. Langauge Teaching Research, 4(1), 33-54.
• [16] Hyland, K. (2004). Genre and Second Language Writing. The USA: The University of Michigan Press.
• [17] Hyland, K., & Hyland, F. (2006). Feedback in Second Language Writing: Contexts and Issues. New York: Cambridge University Press.
• [18] Igland, M.-A. (2008). Mens teksten blir til: ein kasusstudie av lærarkommentarar til utkast. Det utdanningsvitenskapelige fakultet, Universitetet i Oslo Unipub, Oslo.
• [19] Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Beverly Hills, Calif: Sage.
• [20] Nelson, G., & Carson, J. (2006). Cultural issues in peer response: Revisiting "culture". In K. Hyland & F. Hyland (Eds.), Feedback in Second Language Writing: Contexts and Issues (pp. 42-59). New York: Cambridge University Press.
• [21] Nicol, D., & Macfarlane‐dick, D. (2006). Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199-218. doi: 10.1080/03075070600572090
• [22] Norwegian Directorate for Education and Training. (2013a). English subject curriculum. Retrieved 17.12., 2013, from http://www.udir.no/kl06/ENG1-03/Hele/?lplang=eng
• [23] Norwegian Directorate for Education and Training. (2014). Vurdering for læring. Retrieved on June 2015 from http://www.udir.no/Vurdering/Vurdering-for-laring/
• [24] Nyvoll Bø, E. (2014). A case study of feedback to written English in a Norwegian upper secondary school. (Master's thesis), University of Stavanger, Norway.
• [25] Parr, J. M., & Timperley, H. S. (2010). Feedback to writing, assessment for teaching and learning and student progress. Assessing Writing, 15(2), 68-85.
• [26] Pintrich, P. R. (1995). Understanding self‐regulated learning. New directions for teaching and learning, 1995(63), 3-12.
• [27] Pintrich, P. R., & Zusho, A. (2002). Student motivation and self-regulated learning in the college classroom. In J. C. Smart & W. G. Tierney (Eds.), Higher Education: handbook of theory and research (Vol. XVII). New York: Agathon Press.
• [28] Ramaprasad, A. (1983). On the definition of feedback. Behavioral Science, 28(1), 4-13.
• [29] Rijlaarsdam, G. C. W., Braaksma, M. A. H., Couzijn, M. J., Janssen, T. M., Raedts, M., Steendam, v. E., . . . Bergh, v. d. H. (2008). Observation of peers in learning to write: Practice and research. Journal of Writing Research, 1(1), 53-83.
• [30] Rindal, U. (2012). Meaning in English, L2 attitudes, choices and pronunciation in Norway. (PhD Thesis), Oslo.
• [31] Sadler, D. R. (1989). Formative assessment and the design of instructional systems. Instructional science, 18(2), 119-144.
• [32] Saliu-Abdulahi, D. (forthcoming). Feedback and formative assessment in EFL writing classes in Norway: Teachers’ perspective
• [33] Silverman, D. (2011). Interpreting Qualitative Data (4th ed.). London: Sage.
• [34] Smidt, J. (2009). Overgang. Skrivekulturer på ungdomstrinnet og i videregående skole. In O. K. Haugaløkken, L. S. Evensen, F. Hertzberg & H. Otnes (Eds.), Tekstvurdering som didiaktisk utfordring (pp. 63-73). Oslo: Universitetsforlaget.
• [35] Toppings, K. (2003). Self and peer assessment in school and university: Reliability, validiy and utility. In M. Segers, F. Dochy & E. Cascallar (Eds.), Optimising New Modes of Assessment: In Search of Qualities and Standards (pp. 55-87). London: Kluwer Academic Publishers.
• [36] Vik, L. B. (2013). The assessment of English in two Norwegian upper secondary schools : a comparative study. (Master's thesis), The University of Stavanger, Norway.
• [37] Zimmerman, B. J., & Schunk, D. H. (2001). Self-regulated learning and academic achievement: Theoretical perspectives. Mahwah, N.J: Routledge.
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