Digital Pedagogy: How to Incorporate Feedback in E-Assessments.
The most observable phenomenon in education today is the penetration of digital technologies into teaching and learning spheres. Schools have a macro and micro level demand to transform and use digital technology for teaching, learning and learning management. At the macro level, there are concerns of internationalizing education; where education is situated within societal demands and modern world trends. The micro-level also highlights the use of technological innovations to enhance teacher-learner relationships and the knowledge transaction therein. Conversations on the revision of teaching approaches are becoming more relevant every day with the increasing demand to use digital technologies in education delivery and management.
A dive into the pedagogical implications of digital learning and digital content delivery leads educators to reflect on the methods, styles and practice of teaching. The changes in approach, style and practice of teaching that result from this reflection is what informs digital pedagogy. Hence, it is important to establish that the mere use of digital technology in the classroom does not equate the practice of digital pedagogy. Rather, digital pedagogy is the methods through which teachers deliver curriculum content and engage learners when the learning or teaching is aided by technology. Digital pedagogy requires educators to reflect on how interaction through technological tools and online mediums could affect teaching and learning. It requires further exploration on how to modify teaching styles, assessment methods and feedback to maximize learning, improve learning outcomes and more importantly maintain a human face to education delivery.
Such reflections informing digital pedagogy should be situated within the context of learning theories as much as on-going experience in professional practice.
Based on the established premise that assessment and feedback are integral elements in the teaching and learning process, the talk of digital pedagogy will not be complete without reflecting on how assessment and feedback is constructed and carried out on digital mediums. Pedagogic advances have recognized that assessment methods providing opportunities for learners to acquire skills of self-monitoring and self-regulation prompt deeper and more effective learning. On this premise, it is recognized that learning does not take place and cannot be enhanced outside the learner. Assessment and feedback carried out through digital mediums and with the aid of technology should not put learners at the receiving end of instruction but as key actors in the formulation of assessment methods.
Below are principles to guide how feedback is constructed and delivered to students during and after e-assessments. These principles are informed by learning theories and based on the assertion that learners should be key actors in the formulation of e-assessment methods.
1. Use Positive Reinforcement.
This principle is informed by the reinforcement theory of learning, a behavioral theory of learning and motivation which focuses on the effect that consequences of past behavior have on future behavior. The principle requires teachers to assess the efforts of students in any given task or assignment in comparison with previous efforts or actions. Teachers then, reinforce positive and productive efforts through praise, acknowledgement, symbolic rewards, etc. During formative e-assessments, such positive reinforcements can manifest when a teacher raises a star for a student who volunteers to share their knowledge on a subject with peers among others. Assuming the information shared is wrong, the teacher can reinforce the positive behavior of assertiveness by acknowledging it before making corrections. In summative e-assessments however, teachers should ensure feedback reinforces positive behaviors like students attempting to answer all questions, including references in a text, orderly presentation of material, clarity of expression, etc. and not restrict feedback to the numeric strength of students overall scores. Some learning management systems like google classroom give opportunity for teachers to incorporate meaningful individualized feedback to students in addition to numeric scores even when the assignment is auto-marked. The application of positive reinforcement in giving feedback to students achieves one of the key roles of feedback; appreciation. It communicates to students that any positive action or effort invested in the learning process is appreciated and thereby increasing chances of improving learning efforts and consequently learning outcomes.
2. Give feedback based on agreed learning goals.
It is necessary for teachers to set learning goals with students when introducing a new lesson. These learning goals must be guided by the curriculum content and broken down into learning objectives for every topic. Once this is done, instructors must have a dialogue with students on assessment options available and agree on how learning will be assessed. This is crucial to helping students maintain focus and hold themselves accountable amidst all the destructions of digital learning. Feedback given to students should then be measured against the learning goals and objectives to inform learners about the gaps to be filled to achieve the goals they have set for themselves. This principle is informed by the metacognitive theory of learning which simply asserts a critical awareness of one’s own thinking and learning in a way that leads one to plan, monitor and assess one’s own understanding and performance. Application of this principle will result in students having a clear concept of the standard of assessment and will be able to compare their current understanding and competencies against the standard and then come to point of readiness to take action to fill the gap between their current knowledge level and the standard. This consequently leads learners on a path to self-determination.
3. Feed forward based on learning needs and deficiencies.
Most digital teacher student interactions regarding feedback have been restricted to correcting errors and sharing results. Feed forward implies that, teachers do not only focus on students’ current performance and provide justification for grades awarded but also look forward at the learning goals as against learning needs, subsequent assignments and provide constructive guidance to learners on how to do better. This is where teachers guide learners on a better performance road map based on the students current learning outcome.
4. Connect the learner to a resource
This principle is based on the learning theory of connectivism which asserts that people process information by forming connections, and that people no longer stop learning but continue to gain knowledge through access to information with new technological tools, experiences, etc. To apply this principle in giving feedback, teachers should endeavor to share resources such as links to documents and videos with students to fill the gaps in their learning and meet their learning needs. For instance, when an instructor identifies a student who articulates well in speech but writes poorly, that instructors should desist from simply pointing out the problem but go further to tap into the power of digital learning to share links to resources that will help the learner develop excellent writing skills. Additionally, students who are identified to be slow at speed tests can be responded to with speed thinking resources among others. It is also important to note that the resource in this sense can be a peer learner but peer resource mapping must be done such that both parties have something to learn from each other; leading us to the social learning theory. Feedback that does not provide the next steps in the digital learning process is insufficient feedback.
“Feedback given through digital learning mediums should be an on-going dialogue, not a final product of the learning process” — Priscilla Appiah
When applying these principles in giving feedback after or during e-assessments, do bear in mind that feedback is a very critical part of the assessment process and must be given constructively, in a meaningful, supportive and timely manner to be well received, understood and acted on. These principles can be applied to all levels of learning except for pre-school learners and early grade learners.
Fun Fact -Digital learning and digital content delivery provides a unique opportunity for both learners and teachers to store and access feedback in a digital format.
Author: Priscilla B. Appiah
Education Policy & Pedagogy Researcher — Teacher -Teacher Trainer -Instructional Design Consultant –Education Technology Coach.
Team Lead — EDUCATION 360
