From: Integrating diagnostic assessment into curriculum: a theoretical framework and teaching practices
A model of feedback to enhance learning (Hattie & Timperley, 2007) | UDig Report | |
---|---|---|
Purposes | To reduce discrepancies between current understandings/performance and a desired goal | √ |
Objects | Student | √ |
Teacher | √ | |
Contents | Feed up: Where am I going? (the goals) | √ |
Feed back: How am I going? | √ | |
Feed forward: What to next? | √ | |
Levels | Task level: How well tasks are understood. | √ |
Process level: The main process needed to understand/perform tasks. | √ | |
Self-regulation level: Self-monitoring, directing, and regulating of actions. | × | |
Self-level: Personal evaluations and affect (usually positive) about the learner. | × |